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COFOUGHT DEPOSIT 



IJaniulforLeadeis 

PIONEERS 





II. 



Sweater Emblems 

Upper designs — Pioneers 
Center designs — Comrades 
Buttons 

Pioneer — Comrade — Leader 

For value of colors, meaning of colored cords, numerals, and full 
, explanation of insignia see second section of Appendix. 



MANUAL FOR LEADERS 

PIONEERS 

A Program of Christian Citizenship {f_Z^t^ 
Training for Boys Twelve to /#2.V9 

Fourteen Years of Age 



ASSOCIATION PRESS 

New York: 347 Madison Avenue 
1919 






Copyright, 1919. by 

The International Committee of 

Young Men's Christian Associations 



uto 18 i3l9 



©CI.A56iil3 



^W<? ( 



CONTENTS 

Foreword v 

I. Why This Program and What It Is i 

11. The Significance and Explanation of the 

Intellectual Training Program 7 

III. The Significance and Explanation of the 

Physical Training Program 20 

IV. The Significance and Explanation of the 

Devotional Training Program 32 

V. The Significance and Explanation of the 

Service Training Program 44 

VI. The Service Recognitions 55 

VII. Building Your Mid- Week Calendar .... 59 

VIII. The Boy from Twelve to Fourteen 68 

IX. The Personal Interview and Charting ... 72 

X. Efficient Leadership 92 

XI. Fundamental Relationships 96 

XII. The Country Boy 100 

XIII. Track and Field Athletics 109 

XIV. Aquatics 138 

XV. Group and Mass Gai^ies 181 

XVI. Selected Books for Younger Boys 219 

XVII. A General Classified Bibliography of All 

Boy Activities and Interests 234 

^VIII. A Complete List of Practical Talks .... 254 

Appendix 263 

Historical Statement 
Insignia and Registration 
Physical Examination Blank 

Index 281 



FOREWORD 

Special attention has been given to make this program as 
acceptable and as usable as possible by volunteer leaders of boys 
who desire a Christian citizenship training program, whether in 
the Young Men's Christian Association, the Sunday school, or 
elsewhere. 

Every suggestion for the still further improvement of it will 
be welcomed and the largest possible cooperation and partner- 
ship are sought, both in the using of the present program and 
in any further revisions or substitutions that may be desirable 
from time to time. 

It is hoped that a joint commission will be appointed to 
develop a program of boys' work which will be representative of 
the best ideals, standards, and methods of the forces which are 
directly responsible for the religious education of adolescent 
boys. 

ACKNOWLEDGMENTS 

This program represents the labors of many men and has 
taken several years of experiment and study as will be seen by 
reference to the Historical Statement. 

We wish to express our grateful appreciation to the National 
Council of the Young Men's Christian Association of Canada 
for the use of material from "Manual for Trail Rangers" and 
"Manual for Tuxis Boys"; to B. Deane Brink for chapter on 
"Aquatics"; to George O. Draper for chapter on "Games"; to 
L. K. Hall and D. C. Drew for chapter on "The Country Boy;" 
to A. N. Cotton, C. C. Robinson, C. J. Carver, H. I. Baker, C. H. 
Hagenbuch, and other members of the International Committee 
staff for chapter material and constant suggestions in the prepara- 
tion and revision of material; to F. H. Cheley and Eugene C. 
Foster especially for their constant and untiring attention in 
connection with the preparation, editing, and production of the 
volume; to the many men who have attended conferences and at 
other times given valuable help in the production of the program. 

International Committee of 
Young Men's Christian Associations 
347 Madison Avenue, 
Edgar M. Rohinson, New York City. 

Secretary, Boys' Work Division. 



CHAPTER I 
WHY THIS PROGRAM— AND WHAT IT IS 

The boy of twelve to fourteen is facing the critical character- 
building years of life. Certain habits have by this time been 
acquired, but many have not been firmly fixed. Good habits may 
yet be acquired, bad ones yet be replaced by good ones; and new 
habits, of critical character content, are certain to be formed in 
the years just ahead. Formation here saves the necessity for 
reformation later. 

This boy is marked by well-defined characteristics. His 
mental growth and his bodily development, his group conscious- 
ness, and his spiritual yearnings, are matters of abundant 
observation and scientific understanding. He will develop, very 
generally, along lines chosen carefully for him by others, or in a 
haphazard way according to his own instincts and interests. In 
which of these two ways he will develop is a matter for careful 
adult concern. 

The Program represents the experience of many skilled workers 
with boys through decades of work. It is a broad plan of re- 
ligious education, designed to meet a growing boy's needs in a 
manner which appeals to his own likings and personal interests. 

The average boy gets his training in sections, not usually cor- 
related. At school he is trained mentally, with physical, social, 
and moral training as by-products. The church ordinarily has 
been content to train him spiritually — as long as it held him; 
true, there are by-products here also, and where there has been 
adequate leadership by those who fully understand the boy, 
these other training processes have been greatly enriched. Other 
agencies have functioned in his recreational or spare-time inter- 
ests. But correlation of these several efforts has usually been 
missing, except as the somewhat exceptional home furnished it. 

If one will stop to think this statement through with reference 
to each of two or three boys who are best known to him, he will 
see the significance of the fact stated. The school imposes one 



2 LEADERS MANUAL— PIONEERS 

set of duties and appeals to one set of interests, the church to 
another set, possibly some boy organization to another. The 
complaint is made frequently that the boy has not time for home 
duties; or, if these home duties and interests do find a place, fre- 
quently they are not related vitally to the other interests men- 
tioned. 

All this tends to confusion in the boy's mind and commotion 
and lack of order in his life. Certainly the agency to set all this 
in order, and relate each set of interests to the others, is the home. 
But many well-meaning and thoroughly conscientious parents 
are at a loss to know how best to do this. 

This Program seeks to help the home to coordinate the several 
parts of the usual, everyday program of a normal boy, and weld 
them into a balanced character-making whole, supplying the 
elements that may be missing at any point in his life. It is de- 
signed as a first-hand agent of the home at its best. 

The first essential necessary to accomplish this end is a goal 
set for achievement. Such a goal is the balanced or all-round 
life. Any system of religious education which tends to produce a 
man with part of his normal powers undeveloped is inadequate. 
The present Program sets up the standard of a four-square 
preparation of life. To carry out its purpose, three steps are 
necessary: (i) To ascertain how the boy stands in relation to his 
potential development; (2) to hold up, as an incentive, the chal- 
lenge of a greater achievement; (3) to show him how to reach 
his newly determined goal. How the Program does this may be 
more clearly shown in a few paragraphs under the above nu- 
merals. 

I. What is the boy's present standing? In a brief talk with 
the Leader the boy's present achievements are compared with 
what might be expected of a boy of his age. How he compares 
with these standards is shown by a credit system and this is 
visualized on a simple chart. 

The way in which the chart is used to help the boy to find out 
how he stands may be seen in the following illustrations. 

Fig. I. This boy has given a good deal of attention to his 
physical development, but has greatly neglected the devotional 
side of his life and averages only fairly well in the social and 
mental realm. 



WHY THIS PROGRAM AND WHAT IT IS 3 





Fig. 3 



Fig. 4 



Fig. 2. This boy is strong on the mental side, but is self- 
centered and lacking in qualities of service to others; with a fair 
average physically and mentally. 

Fig. 3. Here is a boy who is strong in his devotional develop- 
ment, but below an average boy in other qualities. 

Fig. 4. In this case the boy has been developed on the social 
side of his nature but makes a very poor showing physically and 
mentally. 

The whole question of the first personal interview with a boy 
is taken up in Chapter IX. 

2. How may he be encouraged to desire a higher rating? The 
fact that he falls below his own standard will be spur enough for 
many a boy. There are, however, other elements of stimulus. 



4 LEADERS MANUAL— PIONEERS 

He is a member of a group of boys ; other boys, like himself, have 
faced this issue; they are eager, as he is, to make a good record. 
There comes with this the stimulus of the group consciousness, 
and he is urged on with the rest. 

But the personal talk which brings these facts out will deter- 
mine, in a large measure, the boy's attitude toward going for- 
ward. If each step in the study of the standard is held up as a 
duty, harsh and uninviting, but insistent, he will quickly decide 
he has had enough of it. If, on the other hand, each step is shown 
as a possible achievement, hard rather than easy, but with the 
best elements of sportsmanship in its attainment, the boy will 
find within himself all the urge that is necessary to get him to 
"carry on." Hence the next step in the Program. 

3. How shall he reach his goal? This is answered by the 
Program itself, as shown in chapters beginning on page 7. Here 
are certain requirements, set in graded order of sequence. 
These requirements are not set forth as burdensome duties, but 
they are made attractive and interesting. There are many of 
them, and at times they seem unrelated. Taken together, how- 
ever, they constitute the system of religious education above 
referred to; if they are followed with care the tendency will 
certainly be toward a broadening of the boys' interests, making 
for the all-round development which stands as the basis of all 
successful specialization. 

These requirements are divided into (i) intellectual, (2) physi- 
cal, (3) devotional, (4) social or service. A boy cannot arrive 
at the place he desires in this Program and unduly specialize on 
one of these phases of development; indeed, he cannot fully 
succeed if he omits even one. He is challenged, therefore, to all- 
round boyhood — for his own best life as a boy and as a prepara- 
tion for wholesome, complete manhood, with later specializa- 
tion. 

Each of the main divisions — intellectual, physical, devotional, 
service — is subdivided into seven tests. Each of these tests has 
a required minimum, and a series of electives. Thus, under In- 
tellectual is found the School Test (see page 9). The minimum 
simply covers the boy's school record, and he can get credits up 
to 150 for this. But to get more credits, up to the possible 300 
he is allowed, he must choose from the electives. All boys in the 



WHY THIS PROGRAM AND WHAT IT IS 5 

group take the minimum requirement; after meeting that, they 
have certain choices or electives which are open to them. 

The requirements of the several tests constitute the material 
for the group program. Games, practical talks, athletic achieve- 
ments, Bible study, and life problem discussion, social stunts, 
service opportunities, all enter into the week-by-week program 
of activity. Here is abundance of action to suit this boy reveling 
in motor-energy, and this action is in the direction of his interests. 
By the slightest touch of the guiding hand of this program, he is 
encouraged to speed up a little here and there until his life, in 
its definitely formative stage, tends toward the symmetrical. 

For the Leader who wishes a particular name for this group, the 
group name Pioneers is suggested, and a Declaration of Pur- 
pose, for each Pioneer, may read: "As a Pioneer I purpose to 
be manly in muscle, mind, and morals, as a foundation for 
Christian living." 

In addition, the Leader may wish to use a simple statement of 
purposes and the following are suggested under the title: 

The Aims of a Pioneer 

1. As a Pioneer I aim to seek health, for the true American 
Boy seeks to gain and to keep health. 

2. As a Pioneer I aim to be self -controlled, for the true Ameri- 
can Boy seeks to control himself. 

3. As a Pioneer I aim to be self-reliant, for the true American 
Boy, although he demises self-conceit, never says "can't." 

4. As a Pioneer I aim to be absolutely reliable, for the true 
American Boy is always honest in word and deed. 

5. As a Pioneer I aim to play the game clean, for the true 
American Boy is always fair. 

6. As a Pioneer I aim always to do my duty, for the true 
American Boy is never a shirker. 

7. As a Pioneer I aim to be thorough, for the true American 
Boy does the right thing in the right way. 

8. As a Pioneer I aim to play a team game for the true Ameri- 
can Boy always works in friendly cooperation with his fellow- 
workers. 

9. As a Pioneer I aim to be always kind, for the true Ameri- 
can Boy is always thoughtful of his speech and acts toward others. 

10. As a Pioneer I aim to be reverent, for the true American 
Boy knows there is but one Creator and that He cares for all life. 



6 LEADERS MANUAL— PIONEERS 

II. As a Pioneer I aim to be loyal in all my relationships, for 
the true American Boy is always loyal to the very best he knows. 

It should be remembered that the program for this group is but 
a part of the entire program provided for the boy in the years 
from twelve to twenty. After this three-year group comes the 
second group, for the years fifteen, sixteen, and seventeen. 

The insignia available for use with this program will be found 
to be a great incentive to the boy. A boy who is following this 
Program should be allowed to wear a pin or button indicating 
that he belongs to the younger group, or Pioneers. 

Felt sweater emblems are available which indicate more clearly 
the boy's standing within his group. These are explained in 
detail in the Appendix. 

Beyond the regular tests there is a wide range offered in the 
Service Recognitions. Here a boy may specialize in some par- 
ticular line of service which appeals to him, and be awarded 
recognition for the completion of the work he chooses for himself. 
The Service Recognitions are described on the pages beginning 
at page 55. 

A more thorough discussion of the young adolescent boy and 
his needs and the principles underlying this program will be 
found in several special chapters later in this manual. This pre- 
liminary chapter seeks merely to introduce the Leader to the 
Program content and to acquaint him with its aims. In fact, 
every chapter in the material beginning with Chapter VIII is of 
extreme importance. The Leader who will read this material 
carefully and get all possible help from it, will usually save him- 
self a great deal of time and energy in dealing with his group and 
will make possible a larger success as the result of his effort. 

Note 

The first step when a hoy takes up the program will probably be 
the charting interview, or personal talk, with the Leader. This is 
described in detail in Chapter IX, page 72. 



CHAPTER II 

THE SIGNIFICANCE AND EXPLANATION OF THE 
INTELLECTUAL TRAINING PROGRAM 

"Jesus advanced in wisdom" — Luke 2:^2. 

"Thou shall love the Lord thy God with all thy mind" — Luke 10: 2y. 
"The fear of Jehovah is the beginning of wisdom" — Prov. g:io. 
" Ye shall know the truth and the truth shall make you free" — 
John 8:32. 

Among all the virtues the ancients put Wisdom first. Wisdom 
for them was that quality of enlightenment that controlled and 
guided the whole life. Care must be taken not to confuse wisdom 
with knowledge. Though closely related, they differ. Knowledge 
is the basis of wisdom, the raw material which wisdom utilizes in 
adjusting the individual to the various situations in the life of 
the world in which he finds himself. Knowledge is chiefly intel- 
lectual; wisdom draws upon all the endowments of man — 
intellectual, emotional, volitional. Knowledge comes first, and 
relatively early; wisdom tarries, coming only with the years. 
"Knowledge comes, but wisdom lingers," is the old proverb. 
Moreover, like character, it is a matter of "storm and stress" — 
knowledge can be imparted, while wisdom must be acquired. 

Mind — the instrument of Wisdom — is, therefore, among the 
foremost possessions of man. It is capable of wonderful develop- 
ment, and the time for this development is largely in the years 
of boyhood and youth. Through a developed mind we come to 
know better ourselves, our fellows, God's truth, and the meaning 
and purpose of Life. It makes for self-control, confidence, and 
power; it directs the training of the body; it gives intelligence 
to moral and social conduct; it exalts and strengthens faith; it 
makes a necessary contribution to the attainment of all-round 
manhood. The Leader, therefore, should encourage every boy 
by means of his school, reading, public speaking, and in many 
other ways so to improve his mind that he will be able to think 
clearly, judge wisely, and act correctly in all the experiences of 
life. ; 



8 LEADERS MANUAL— PIONEERS 

No fair student of the New Testament can fail to note the in- 
tellectuality of Jesus. He was broad-minded in every sense of 
the term. The range of his knowledge was great, the quality of 
it very rare. There was a certain remarkable universality about 
His grasp of truth and a penetrating keenness about His under- 
standing, that made it possible for Him to see clearly in the most 
perplexing situations and to judge rightly in the face of the 
crucial test questions set for Him by the shrewdest scribes and 
lawyers of His day. His replies in debate were like rapier 
thrusts. He so disarmed his antagonists that finally "neither 
durst any man from that day forth ask Him any more questions" 
seeking to entrap Him. 

Jesus recognized the place of the mind or intellect also in His 
teaching. Perhaps the outstanding thing about His recognition 
is the spiritual quality of the knowledge He desires men to have. 
"Ye shall know the truth, and the truth shall make you free." 
"Truth," according to Jesus, is clearly the ideal for the mind for 
which men should strive, just as for the ancients it was "wisdom." 
There is no premium placed on ignorance, but rather the greatest 
emphasis on knowledge. "This is life eternal, that they might 
know thee the only true God, and Jesus Christ, whom thou 
hast sent." "Unto you it is given to know the mysteries of the 
kingdom of heaven." This kind of knowledge comes only through 
experience. Hence only the spiritual man can really get the 
fundamental truth. "The fear of the Lord is the beginning of 
wisdom." To be spiritual, therefore, on the intellectual side is to 
conform to God's laws for the mind. It is but "thinking God's 
thoughts after Him" and thus attaining truth, the ideal of all 
right thinking; for all knowledge is ultimately knowledge of 
God. The intellectual life has a spiritual significance; it, too, 
is God's. 

Note 

Care should be taken by the Leader to grant full credits to Boy 
Scouts and the boys of similar organizations for intellectual work 
of corresponding nature already done by the boy, whether in regular 
activity or on Merit Badges, provided such work was taken under 
a\ registered or competent leadership and within a reasonable 



INTELLECTUAL TRAINING PROGRAM 9 

I. SCHOOL 

In any all-round scheme of development the mental needs 
must be fully recognized. 

Mental growth as represented by school life and activity is 
not always popular with the growing boy. Where the fault lies 
is not here a matter of discussion ; the degree of school attainment 
is at present the one measure by which we can trace quickly the 
boy's mental advance, and we must use this until we get one 
that is better. School and college represent, also, so much spe- 
cific preparation for life, and we need to urge this preparation. 
Hence, continued attendance and a right attitude toward edu- 
cational courses are exceedingly important. 

The principle which should guide the Leader in all his contact 
with boys is to keep them mentally awake, eager, progressive; to 
arouse a thirst for mental accomplishment and equipment which 
will not be easily satisfied. He should also be constantly on the 
alert for the boy who thinks he must quit school soon and go to 
work. A personal interview at this point very often saves a boy 
for more schooling. 

The Leader should try to discover opportunities for his group 
to combine their efforts in rendering service of this type to other 
groups. A group might well undertake to coach some unfortu- 
nate boy by each member of the group undertaking the responsi- 
bility for one subject. Many outlets for group service will 
suggest themselves if the subject is brought to the attention of 
the group. 

• 
SCHOOL Total Credits— 300 

REQUIRED TEST— Maximum of Credits— 150 

Normal attendance at school (one grade a year) — 10 credits. 
Effort — 30 for fair, 50 for good, 70 for excellent. 
Scholarship — 30 for fair, 50 for good, 70 for excellent. 

Elective Tests — 30 credits each 

1. Participate in school athletic activities. 

2. " " " dramatic activities. 

3. " " " oratorical and debating activities, 

4. " " " literaryactivities, orchestra, or choir. 

5. " " " organized welfare activities. 



lo LEADERS MANUAL— PIONEERS 

6. Attend an educational talk or discussion or read a book 
on: 

a. The Real Value of an Education (first year). 

b. The Value of a High School Education to the Boy Who 

Expects to Live on a Farm, or equivalent (second 
year) . 

c. How Can an Education Make Any Man a Better 

Citizen? (third year). 

n. HEALTH EDUCATION 

Normal health is the foundation of all life. No boy can be 
really educated who does not appreciate this fact. To build 
and keep health a boy must know the laws of health. Health 
habits will largely come as the result of health education. Boys 
can be taught to live a normal, intelligent, physical life as well' 
as be taught the multiplication table or how to spell. The pity 
of it is that the vast majority of them are not so educated. Many 
a lad has a very much clearer conception of a gas engine than he 
has of his own body. Because he understands the engine, he is 
not willing to abuse it. He would not think of putting dish 
water in the gasoline tank of his engine or of running on a dry 
radiator. He knows that to do so would result in ruining the 
efficiency of the machine. Too often when it comes to his own 
human machine he just lets it run. Health education is funda- 
mental to every growing boy. 

A right conception of sex problems tones up one's whole 
thought-life and gives life a glow and wholesomeness which is 
contagious. Sex education is a normal part of health education. 
The Leader should read to the entire group the recommended 
books on sex education, one for each grade, or at least the essen- 
tial parts. Try to cover each volume in two sessions. Answer 
questions frankly, but avoid discussions which are likely to be- 
come morbid. 

It is highly preferable that the reading should be before the 
entire group, rather than be done by individuals. Among the 
many reasons that are apparent for this, perhaps the most im- 
portant is the creating of a group consciousness of purity of 
thought and wholesomeness in sex matters. 



INTELLECTUAL TRAINING PROGRAM ii 

The Leader should remember that sex information is not sex 
education, but only the first step toward it. Where sex talks 
are given to groups of boys, only tried and experienced men 
should be used. The average doctor may not be desirable be- 
cause, unless coached beforehand, he will present the matter 
from the abnormal side and illustrate from his experience. No 
boy can long be frightened out of sex temptation. The worse that 
conditions are painted, the more curious he is to "see for himself." 
A wholesome business man with a family is more desirable and 
can, by reading and study, quickly acquire the necessary infor- 
mation. The whole matter of sex education should be treated 
from the normal side by "do's" instead of "don'ts," and related to 
all other regular, normal, bodily functions. Beware of the sex 
crank. He is dangerous. A Leader should avoid developing into 
this type. 

HEALTH EDUCATION Total Credits— 200 

REQUIRED TESTS— Maximum of Credits— 100 
Read Chapter on Health Education — 50 
Talk with parent or authorized substitute on Life's Origin — 50. 

Elective Tests — 25 credits each up to 100 

1. Name and explain five fundamental laws of health. 

2. Name five vital functions of the body and describe the 
process of each. 

3. Investigate and write or tell in 200 words how your city 
disposes of its garbage (first year). 

4. Draw a diagram showing how the house-fly carries dis- 
ease (second year). 

5. Investigate and write or tell in 200 words the process of 
pasteurizing milk (third year). 

6. Attend two group meetings each year at which one of 
the following books, is read aloud: 25 credits each. 

"Developing into Manhood" 

Winfield S. Hall (first year). 

"Truths" E. Bi Lowrey (first year). 

"Life's Beginnings" Winfield S. Hall (second year) 

"Chums" Winfield S. Hall (second year). 



12 LEADERS MANUAL— PIONEERS 

"From Youth into Manhood" 

Winfield S. Hall (third year). 
"Confidential Talks with Young Men" 

L. B. Sperry (third year). 
"Keeping in Condition". . . .H. H. Moore (third year). 

7. Attend an educational talk or discussion, or read a book on: 
How to Build a Strong Body (first year). 
How to Eat, When to Eat, and What to Eat (second 

year) . 
How We Grow (third year). 

in. SPEAKING AND HOME READING 

Confidence and self-control are acquired by practice in speak- 
ing, reciting, telling stories, and debating before others. All 
selections must be given before a group of at least four persons 
and must be executed in a creditable manner, the topics for 
speeches and debates to be selected by the'boys in consultation 
with their Leader. Cooperative efforts should be encouraged 
through conducting some of the tests as oratorical contests and 
debates with other groups. One group might entertain another 
group at a banquet, where everyone present would either have 
to propose or respond to a toast. The Leaders might allow these 
speeches to count as tests. 

Recognizing the character-building value of books, personal 
interest should be taken in each boy's home reading. A night 
spent on good books, during which the Leader, the boys them- 
selves, or someone else, read selections or short reviews, would 
greatly encourage the boys to read books of high standard. 
They should, moreover, be influenced to begin to build up a 
library of their own, as well as to use any existing library. It 
will help to develop the spirit of cooperation if the group estab- 
lishes a little group library in the place where the club holds its 
regular mid-week meetings. 

Satisfactory evidence of having carefully read the required 
book must be given to the Leader. Use freely the material in 
Chapter XVI, "Selected Books for Younger Boys." This is a 
composite of the best lists made up by leading public librarians 
of the country and can be counted upon absolutely. Books, 



INTELLECTUAL TRAINING PROGRAM 13 

when well chosen, are a Leader^ s best ally. They teach the boy 
high ideals, honesty and fair play, give him a true perspective 
and a constructive philosophy of life, and give him the ability to 
think straight and draw honest, logical conclusions, beside giving 
him a desirable taste of many kinds of learning and science. 
Books are condensed personality — use them freely. 

SPEAKING AND HOME READING. .. Total Credits— 100 

REQUIRED TESTS— Maximum of Credits— 50 
Make a three-minute speech on an assigned topic. 
Read one book each year from each main head of the selected 

list in Chapter XVI this manual. 

Elective Tests — 25 credits each up to 50 

1. Read regularly one first-class boys' magazine: such as, 
Boy Life, American Boy, Youth's Companion, St. Nicholas, or 
others. • '- 

2. For a period of three months, read all that you can find in 
newspapers and magazines, along any specialized lines — such 
as, stock-raising, ship-building, wireless, aviation, corn-growing 
— and make a scrapbook or file of the interesting material, 
finally exhibiting it to your group. 

3. Recite an acceptable poem or prose selection of atleast 
one hundred words. 

^^ 4. Compete in debate or oratorical or declamation contest 
in your own group, or in group competition. 

IV. NATURE INTERESTS 

In the last fifty years our population has become more and 
more urban. With this change from the open country to the 
town and village, many boys are losing, very largely, their first- 
hand intimate contact with nature and the big out-of-doors. At 
any rate, the average boy is woefully ignorant of birds, trees, 
flowers, and insects. The public schools have given a smattering 
of biology, it is true, but too often it is taught from a decidedly 
scientific angle and because of long names and classifications 
loses vital interest to the average boy. On the other hand, a 
very keen interest can be aroused in most boys for practical 



14 LEADERS MANUAL— PIONEERS 

nature information, especially when such information can be 
directly related to life. 

Civilization has progressed in exact proportion as man has 
subjugated nature. Every bird, insect, and growing plant has 
an economic aspect and boys should be stimulated to grasp such 
facts and relate them to life. 

Nature interests also have a very significant importance in 
deciding whether a boy will be an "indoors" or an "outdoors" boy. 
The most lonesome place in the world for a stranger is in a big 
crowd, because he knows no one. The average boy does not 
care for nature intently because he "knows no one." The trees, 
flowers, birds, insects, and animals are all strangers to him, and 
he is lost. Someone has said that if you can plant deep in a 
growing boy a real nature love, you have given him one of the 
best moral governors known. Walt Whitman says: "I know the 
secret of great lives now — to live in the open and associate with 
green growing things." G. Stanley Hall declares that the ideal 
life for a boy is not in the city, for he should know of animals, 
rivers, plants, and the great out-of-doors that builds for him the 
real foundation of later life. 

Our Master was a student of practical nature study. He knew 
the birds and flowers, the vines and the trees, and from them 
drew His most striking lessons. A Leader can have no better 
hobby than nature — or a boy, either. 

Nature Interests Total Credits — loo 

REQUIRED TEST— Maximum of Credits— 50 

Collect thirty nature specimens from water, woods, and fields 
and name each correctly, telling briefly about each. (A written 
report with specimens may be accepted if desired.) 

Elective Tests — 25 credits each 

1. Attend an educational talk, discussion, or read a book on: 
God's Great Out-of-Doors (first year). 

The History of Fire and How to Make Fire with Rubbing 

Sticks (second year). 
Our Forests and Their Protection (third year). 

2. Read any standard nature book. 

3. Write or tell in some 200 words about some specific 

nature observations of your own. 



INTELLECTUAL TRAINING PROGRAM 15 

V. HANDICRAFT 

Boys should be inspired to an appreciation of the fact that in 
the ^making of useful and ornamental articles, they are co- 
operating with the Creator of all things. By such work they 
develop initiative, resourcefulness, perseverance, accuracy, hon- 
esty, and many other splendid qualities. An evening should be 
given to the discussion of the character-building value of hand- 
work, during which every boy should agree to make at home 
some article of his own choosing, and present the same for 
examination on the night set apart for the Test. This article 
might later be used to decorate the boy's home or his clubroom, 
or it might be sold and the proceeds devoted to some worthy 
object. The spirit of team play may be developed by having the 
group combine their efforts in fitting up a club room, erecting a 
log cabin for the summer camp, or building a boat. 

Credit for this may be given on certification of the teacher of 
a school where manual work is taught; or a merit badge in 
Craftsmanship in the Boy Scouts will be acknowledged for full 
credit. 
Note 

The following is a suggested list of the articles that might he made 
in connection with the assigned work of the several grades: 

Wood-Working: Small table, chair, footstool, writing-desk, 
screen, doll-house, bird-house, tabouret. 

Wood-Carving: Designs on book ends or on tray, bellows, 
chest, screen, clock-case, letter-opener, box, or tote pole. 

Cement: Window-box, garden jar, garden seat, sundial, 
hitching post, flower-pot, pedestal. 

Pottery: Base, bowl, ornamental tile. 

Basketry: Reed or rafiia basket or tray, cane seat for stool, 
rush seat for chair, cane chair. 

Leather Work: Mat, blotter pad corners, bill-fold, magazine 
covers, belt. 

Metal: Desk set, candlestick, box, ink well, candle shade, 
stationery holder, watch fob, escutcheon plate, hinges, tray, 
bowl, spoon. 

HANDICRAFT Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 



i6 LEADERS MANUAL— PIONEERS 

Have the boy have access to at least eight different wood- 
working or mechanical tools, give evidence that he understands 
the care and use of each and that he has done a total of two hours' 
work at home or for his neighbor that could properly be termed 
handicraft. 

Elective Tests— 25 credits each up to 50 

1. Read each year one of the "What to Do" books listed on 
page 232. 

2. Read regularly an applied mechanics magazine: such as, 
Popular Mechanics, Popular Electricity, Motor Field. 

3. Enrol in a manual training or arts and crafts class for a 
three months' period. 

4. Attend a practical talk or a discussion, or read a book on: 

The Evolution of Tools from Primitive to Modern 

Times (first year). 
From the Apprentice System to the Age of Machinery 

(second year). 
The Effects of Machinery on the World (third year). 

5. Construction^io credits each 

Manual Training. 

A towel roller, broom holder, toothbrush rack, roll- 
ing pin, milk stool, woodbox, tie-rack, or equivalent. 

Bird Houses. 

• Construct and erect a bird house for a specific type 

of bird. (Double credit if nest is secured.) 

Kites. 

Build and fly successfully any given type of kite. 

VI. OBSERVATIOiN AND COLLECTION 

While it may be true that interest in collections and the other 
subjects here included is not equally developed in all boys, the 
educational value of observation, in whatever form it is ac- 
quired, is very great. Hence it is well worth while to stimulate 
the powers of observation. Most boys never see half of what 
happens right before their very eyes and, furthermore, do not 
early form the habit of classifying and mentally labeling for 
future use what they do see. 



INTELLECTUAL TRAINING PROGRAM 17 

It is very desirable to stimulate in every way possible habitual, 
automatic, mental classification of observations of every sort and 
kind. Collecting, sorting, investigating, and finally labeling 
objects of different kinds greatly stimulate this thing. For in- 
stance, the boy who learns to classify at a glance thousands and 
thousands of different postage stamps, telling one from the other 
by the slightest difference in color or detail of engraving, is get- 
ting valuable training in observation and classification. Besides 
this, he is acquiring in a very practical way some of the funda- 
mental laws of logic by which to guide all his thought and con- 
duct. The samxC might be said of boys collecting and pressing 
flowers, observing leaves, bark, and stem of trees, and the like. 

OBSERVATION AND COLLECTION. . .Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Make a collection of one of the following and offer it for inspec- 
tion at a regular meeting of the group: Coins, stamps, minerals, 
noxious weeds, leaves of shade and forest trees, crops of yoiir 
section, pressed and mounted wild flowers, grains, clovers, grasses 
and forage plants ; relics, such as arrowheads or Indian imple- 
ments; samples of wood, showing bark, grain, and cross grain; 
kodak pictures taken and finished by yourself; insects, butterflies, 
and moths. 

The collection must contain at least twenty-five specimens 
neatly labeled. 

Elective Tests — 25 credits each up to 50 

1. Name and locate accurately ten office or public buildings 
in your city or county. 

2. Name ten consecutive streets in your city correctly, 
other than numbered or lettered streets. 

3. Place twenty-five small articles on a table, cover them 
with a cloth, uncover them for one minute while the boy 
observes them, then cover and have him write a list of the 
articles. 

4. Pass three shop windows, stopping half a minute to 
observe the articles in each window, then write what you saw. 

5. Go into an absolutely strange room, remain one-half 
minute, and then write a list of observed articles. 



i8 LEADERS MANUAL— PIONEERS 

6. Take two checker-boards, the Leader using one board, the 
boy the other. Let the Leader place five checkers in any de- 
sign he wishes; allow the bo}^ to observe it ten seconds, cover 
the checkers, and allow the boy to reproduce the design on his 
own board. Repeat five times. (Paper and pencil may be 
used if boards are not handy.) 

7. Take the boys to the top of a hill in the open country. 
Let them observe the landscape for five minutes; on coming 
down locate on a sheet of paper the houses, barns, woods, 
water courses, and other prominent features. 

Vn. EDUCATIONAL TALKS AND TRIPS 

The value of educational lectures of the right type in any com- 
munity is very great. The Leader of a group of boys should 
watch for the announcement of such lectures and endeavor to 
have his boys attend in a body. In the interest of community 
life, the group of boys might well make themselves responsible 
for putting on a course of such lectures, securing as lecturers 
local or near-by men who will cooperate and keep the cost down 
to a nominal admission fee. Local history, local geology, or ani- 
mal and bird life, illustrated talks on art, descriptions of great 
manufacturing processes, and other subjects are open for choice. 
In many lines, moving picture films may be secured. Write 
Industrial Department, International Committee, Young Men's 
Christian Association, 347 Madison Avenue, New York City, for 
circular on industrial and educational films, where and how to 
get them; or communicate with the educational department of 
any national film exchange. 

Each year calls for an educational trip of a different type from 
those previously taken. This will give the boy an opportunity 
to get an insight into various lines of modern production and 
may aid him in his choice of life-work. For convenience, the 
following types are suggested ; the order in which they are visited 
may be arranged at the convenience of the local Leader, or other 
types may be substituted; these are merely suggestive: 

A modern city water works with filtration or clarifying system ; 
or a modern city central fire alarm and police telegraph system. 

A modern newspaper plant, including process of making illus- 
trations. 



INTELLECTUAL TRAINING PROGRAM 19 

A modern educational institution. 

A modern institution for religious education. 

A modern dairy farm, especially noting the processes of pas- 
teurizing or otherwise treating the milk. 

A modern poultry farm, observing the handling of eggs and 
dressing of poultry. 

The home of a great artist, scientist, or musician. 

A mechanical plant for the output of automobiles, or special 
machinery, such as farm implements; including the foundry. 

A manufacturing plant involving varied chemical processes, or 
a paper manufacturing plant; or a modern general printing 
plant. 

A food manufacturing plant. 

A garment manufacturing plant. 

Any specialty producing plant, such as a plant which consti- 
tutes the chief industry of your locality. 

EDUCATIONAL TALKS AND TRIPS. .Total Credits— 100 

REQUXRED TEST— Maximum of Credits— 50 

Report briefly, verbally or in writing, the last educational talk 
you heard or trip you took. 

Elective Tests — 25 credits each up to 50 

1. Attend an educational talk, or discussion, or read a book 
on: 

Early History of Your Locality (first year). 

Wireless (second year). 

Aviation, or other mechanical process (third year). 

2. Attend a practical talk by some one qualified to speak on 
exploration, invention, travel, science, being a soldier, and 
give a brief review of the talk. 

3. Make one trip a year to some sort of manufacturing 
plant and write 150 words describing the product and how it is 
made, 

4. Travel at least 100 miles and spend one night away from 
home. 

5. Drive auto, motor cycle, or motor boat twenty miles on 
any one trip, making all necessary tire changes, and at least 
temporary repairs. 



CHAPTER III 

THE SIGNIFICANCE AND EXPLANATION OF THE 
PHYSICAL TRAINING PROGRAM 

"Jesus advanced . . .in stature" — Luke 2:52. 

"Thou shall love the Lord, thy God . . . with all thy strength" — 
Luke io:2y. 

"Know ye not that your body is a temple of the Holy Spirit? . . . 
Glorify God therefore in your body" — / Cor. 6:ig, 20. 

"I beseech you therefore . . . to present your bodies a living 
sacrifice" — Rom. 12:1. 

The basis of all development is physical. The muscles are the 
instruments of the intellect, the feelings, and the will. Ninety- 
five per cent of all interests find physical expression. Seventy-five 
per cent of boy gangs are organized for physical activity. Self- 
control depends upon the proper interaction of nerves and 
muscles. Adolescence is the age of nerve and muscle education. 
Flabby-muscled boys become men who only talk. Well-devel- 
oped boys become men who will say and act and produce re- 
sults. A strong, healthy body inhibits wrong tendencies. A 
physical weakling is apt to be selfish. Physical training should, 
therefore, be encouraged, not alone for the sake of the body, but 
for the sake of the soul. We must have regard for the body 
because it is the instrument of the soul. 

The ideal for the body is, therefore, the ideal of health, and 
health can be attained only by conformity to God's laws for the 
body — "Jesus advanced in stature." He was well physically. Of 
Him it could be said truthfully, "A sound mind in a sound body." 
He radiated health. He had great endurance. Much of His life 
was spent in the open. He walked long distances. He worked 
with His hands at the carpenter's bench. Yet He conserved His 
strength by taking proper rest ("Come ye apart and rest awhile") 
and sleep ("He was asleep in the boat"). He avoided the ex- 
tremes both of athleticism — giving the body undue attention as 
an end in itself — and of asceticism — neglecting the body — two 



PHYSICAL TRAINING PROGRAM 21 

common Ideals; but rather exemplified the ideal of health, or 
fully developed manhood on the physical side. 

He also recognized the place of the body in His work and 
teaching. He cared for it, healed it, cured it of its diseases, re- 
lieved its sufferings, and provided for its needs, as in feeding the 
multitude, and in other ways. In His teaching, too, He gave it 
its proper place, recognizing its functions and needs in food and 
clothing. "The body," He pointed out, "is more than the meat," 
but on the other hand, "the life is more than the body." The 
physical is important, therefore, because of its spiritual relation- 
ship. The spiritual life is not limited to one part of the man, but 
is the whole of man on all sides of his nature in relation to God. 
"Thou shalt love the Lord, thy God, with all thy strength," that 
is, with all thy physical powers. "The glory of young men is 
their strength." "Jesus advanced in . . . stature," that is, 
physically. In the light of this it is not hard to see how Paul 
could say, "Know ye not that your body is a temple of the Holy 
Spirit? Glorify God, therefore, in your body," and "Present your 
bodies a living sacrifice, holy, acceptable unto God, which is your 
spiritual service." To be spiritual, therefore, on the physical 
side is to conform to God's laws for the body; the physical life 
has a spiritual significance — it, too, is God's. 

The following tests in "Health Habits," that is, seeking to 
know and obey God's laws for the body; "Campcraft," that is, 
learning to live in the great out-of-doors with the God of the 
open air; and the various games and athletic exercises, are in- 
tended as a help to men and boys to attain thq Christian ideal 
for their physical life. 

Note 

Care should he taken by the Leader to grant full credits to Boy 
Scouts, and hoys of similar organizations, for physical work of 
corresponding nature already done hy the hoy, whether in regular 
activity or on Merit Badges, provided such work was taken under 
a registered or competent leadership and within a reasonable period. 

I. HEALTH HABITS 

The normal boy needs little stimulus on the part of a Leader 
to get him to undertake some form of athletic program. But 
there are many who are not quite normal who need some stimu- 



22 LEADERS MANUAL— PIONEERS 

lating influence ; and all need guidance. To play a game may be 
a natural impulse; to train one's self to play where elements of 
sacrifice enter in may not come so easily. Then, too, to achieve 
athletically is one thing; to achieve athletically with a full un- 
derstanding of the basic principles involved is another. There- 
fore we have the broad principles of health education, with not 
only conduct, but with the intelligence that makes conduct 
appear the vital thing it is for life and character. 

HEALTH HABITS Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 90 

Make at least six of the following daily habits of life: 

1. Fixed hour for rising and retiring, allowing nine hours 

sleep with windows open. 

2. Drinking one glass of water on arising. 

3. Cleansing the teeth. 

4. Regular exercise. 

5. Bath twice a week. 

6. Daily bowel movement at regular hour. 

7. Evidence of care in personal appearance. 

8. Temperance in sweets, sodas, ice cream, etc. 
Grade for posture and cleanliness, as follows: 

Excellent — 30 credits. 
Good — 20 credits. 
Fair — 10 credits. 

Elective Tests — 20 credits each up to 60 

1. Attend an educational talk or discussion, or read a book 
on: 

The Value of Good Habits (first year). 

Authoritative Physical EfTects of Tobacco (second year). 

Some Modern Facts about Alcoholic Drinks (third year). 

2. Sign the following agreement each y^ar — (20 credits each 
year) : 

"I will endeavor to live out the principles of clean speech, 
clean sports, and clean habits for at least one year." 

II. CAMPCRAFT 
Life in the open is not only one of the most valuable factors in 
securing health and physical vigor, but, when boys are in "God's 
out-of-doors" with congenial companions, they are very sus- 



PHYSICAL TRAINING PROGRAM 23 

ceptible to spiritual influences. A week or ten days with his 
little group of boys "at camp" will give the earnest Leader the 
finest opportunity to get at the very heart of the boys and in- 
spire them to higher ideals of life and conduct. The Leader, who 
should be ever anxious to develop the spirit of cooperation and 
unselfishness in his boys, will find plenty of opportunity in camp 
and on the outings. 

Campcraft is in the minds of many Leaders so closely asso- 
ciated with Nature Interests and Nature Study that some have 
wondered why one should be under the Intellectual Training and 
the other under the Physical. The only reason is that the con- 
tent of the tests offered throughout the Program under Nature 
Interests is largely one of the mental sort, while those offered 
under Campcraft have to do more largely with physical exertion 
— play, games, swimming, hiking, and the like. It is almost im- 
possible to draw a hard and fast line between the two, yet the 
Leader will readily understand the difference by carefully com- 
paring the activities and tests offered under each. 

Read the best available material on Camps and Camping. 
See page 260; also see Chapter XI, page 160, "Pioneers' Hand- 
book." 

CAMPCRAFT Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Take at least one six-mile hike into the open country, build 
suitable fire, and cook acceptably meat, potatoes, and cocoa. 

Elective Tests — 25 credits each up to 50 

1. Attend an educational talk or discussion, or read a book 
on: 

How and What to Eat on Hikes (first year). 
Practical Campcraft for Boys (second year). 
Things to Remember in Choosing a Camp Site, or The 
Benefits of Camping (third year). 

2. Sleep in the open air, on sleeping-porch, or under canvas, 
at least three nights in a given season. 

3. Demonstrate how to build a cooking fire, a smudge fire, 
an all-night fire, and tell the best sorts of wood obtainable for 
each in your section. 



24 LEADERS MANUAL— PIONEERS 

4. Demonstrate fire building with fire drill or rubbing 
sticks, 

5. Describe three poisonous snakes of the United States and 
give range of each. 

6. Tie, name, and give the common use for ten standard 
knots. 

7. Build, or describe with sketches, a sanitary camp latrine 
and explain two ways of disposing of garbage. 

8. Build a shelter, shack, or shanty to protect at least three 
persons from the weather. 

in. TEAM GAMES 

The altruistic or "help-the-other-fellow" spirit is strongly de- 
veloped through team play. As a boy plays, so will he live. 
Play is God's way of teaching him how to live with others. 
While even unsupervised play may develop many splendid qual- 
ities, it is only when a boy's play is guided by a Christian young 
man who encourages honesty and uprightness that it becomes 
one of the greatest of all agencies for character development. 
Any Leader of boys has here a great opportunity to inculcate,' 
through team games, the principles of self-control, initiative, 
perseverance, courage, endurance, unselfishness, and coopera- 
tion. Teams should be made up of the members of the group and 
care should be taken to have every member in the game. 

The recreational value of play is well worth considering also — 
play for play's sake; the relaxing, healthful, and enjoyable 
reaction that comes to every boy who really knows how to play. 
Richard Cabot says, "Play has a soul of its own; even Jesus 
played in the streets of His native town." 

The spirit of fair play should dominate all team games. 
Loyalty is the keystone of moral development and the boy who 
cannot be taught loyalty to his team will probably never be loyal 
to his community, his state, his nation, or his God. 

Team games teach loyalty as do almost no other activity. 

TEAM GAMES Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Show reasonable proficiency in at least two team games, such 
as baseball, football, soccer, volley ball, hockey, and participate 



PHYSICAL TRAINING PROGRAM 25 

at least eight times in team games, showing self-control, gentle- 
manly conduct, and good spirit. 

Elective Tests — 25 credits each up to 75 

1 . Write or tell in 200 words about What I Get Out of Team 
Games. 

2. Write or tell in 200 words about How to Keep Physically 
Fit. 

3. Belong to an athletic team competing for a city or county 
championship. 

4. Give evidence that you have studied at least one of the 
latest official guides, on either 

Baseball, Basket Ball, Volley Ball, or Football. 

IV. GROUP GAMES 

Group and mass games have much the same value as team 
games. They differ from them, however, in that they are occa- 
sional, unscheduled, spontaneous, not played by standing teams, 
and may be participated in by any number of players. In order 
to stimulate cooperation and team work, these games should be 
played in competition with other groups. The spirit of altruism 
may find expression through having the group teach these games 
to others. 

GROUP GAMES Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 90 

Know and play at least ten different group games. (See Chap- 
ter XV, this Manual.) 

Elective Tests — 30 credits each up to 60 

1. Be able to teach at least six grOup games to boys. 

2. Acceptably conduct an evening of group or mass games 
for your group or some other, using at least eight games. 

3. Bring two acceptable new games not already used by your 
group, and teach them how to play them. 

4. Read the whole of Chapter XV on Group Games. 



26 LEADERS MANUAL— PIONEERS 

V. AQUATICS 

Every boy should learn to swim. Even though it may be very 
inconvenient because of lack of water privileges, it is well worth 
while for boys periodically to go long distances to learn this great 
art. Knowledge of swimming not only gives one poise and a 
quiet personal assurance in times of danger, but also offers oppor- 
tunities — rare it may be, but full of challenge — to put this 
courage and heroism to the supreme test of rescuing others. It 
is beyond doubt one of the most essential qualities in a boy's full 
physical development. Not only should the boys who can swim 
become responsible for teaching those in the group who cannot 
swim, but as a group they should discuss their obligation to 
other groups of boys and unite in an effort to promote this cause. 
If when the test is made, one group will challenge another for 
competition on the basis of the highest percentage of points, it 
will stimulate every boy to take part and to do his best for the 
sake of the group. 

An alternate for boys who absolutely have no opportunity to 
learn to swim because of no water may be arranged. Under no 
circumstances should the Leader allow the use of this alternate, 
if a suitable swimming place can be arranged for within reason- 
able distance. Nothing can possibly be substituted satisfac- 
torily in a boy's life for swimming; the alternative is only 
offered to save unfortunate boys from falling too far short 
physically. 

AQUATICS Total Credits— 150 

REQUIRED TESTS— Maximum of Credits— 50 

Be able to dive into the water and swim at least fifteen yards. 
Demonstrate at least three methods of rescue and release as 

given on page issff. 

Elective Tests — 20 credits each up to 100 

1. Swim on the back 15 yards. 

2. Scull on back (using hands only). 

3. Tread water half a minute. 

4. Swim 40 yards. 

5. Plunge for distance of 20 feet. 



PHYSICAL TRAINING PROGRAM 27 

Dive from surface and bring up object from bottom in 
reasonable depth. 

6. Teach one boy to swim 10 yards, 

7. Demonstrate three methods of rescue and release in the 
water. 

8. Demonstrate Schafer method of resuscitation. 

9. Tow person of rescuer's own weight 20 feet. 

10. Swim 100 yards using crawl, breast, back, and side over- 
arm stroke. 

VI. ATHLETICS 

The character-building influence of wisely conducted ath- 
letics is far-reaching. Athletic events are thoroughly democratic. 
They teach self-control and tend to keep one calm when others 
are excited and alarmed. They help to establish habits of tem- 
perance and develop honor, sincerity, honest effort, skill, en- 
durance, courage, perseverance, self-reliance, and other clean- 
cut, manly attributes and ideals. 

"Moderation in all things" is a very good rule. It applies 
especially well to athletics. Some boys are very apt to overdo. 
The wise Leader will see to it that all of his boys participate in 
an all-round program rather than specialize on any one or two 
events. 

Basis of Grading for Athletic Events 

The weight classification has been chosen because it is the 
most simple, conforms to existing efficiency tests, and is most 
practical for the Leader. The following is the weight classifica- 
tion : 

Class I. 60 to 80 lbs. inclusive 80 lb. class. 

Class II. 81 to 95 lbs. inclusive 95 lb. class. 
Class HI. 96 to no lbs. inclusive no lb. class. 
Class IV. Ill to 125 lbs. inclusive 125 lb. class. 
Class V. 18 years and under 

Weight unlimited unlimited class. 

In rare instances there are boys who are handicapped by a 
straight weight classification, for instance, a boy twelve years 
old weighing 120 lbs. would be outclassed in the 125 lb. class. 



28 LEADERS MANUAL— PIONEERS 

There are a few boys who are given an undue advantage. A boy 
seventeen years old weighing lOO lbs. would outclass any boy of 
fourteen or fifteen in the no lb. class. In competition with other 
groups, the straight weight classification should be followed, but 
in competition within the group the Leader, with the consent of 
the group, could make exceptions of these boys and grade them 
according to the following averages and classifications. 

A summary of study of the average weight of 67,987 boys in 
the United States gives the following results for the varying ages : 

12 years — 69.8 lbs. 

13 years — ■ 75.2 lbs. 

14 years — 82.3 lbs. 

15 years — 91.4 lbs. 

16 years — 111.9 lbs. 

These averages, applied, result in the following age and weight 
classification which may be used: 

Class I. Boys 12 years, irrespective of weight. 

Boys 13 years, under 81 lbs. 
Class II. Boys 13 years, 81 lbs. and over. 

Boys 14 and 15 years, under 96 lbs. 
Class III. Boys 14 and 15 years, 96 lbs. and over. 

Boys 16 and 17 years, under in lbs. 
Class IV. Boys 16 and 17 years, in lbs. and over. 
Class V. Boys 18 years, irrespective of weight. 

ATHLETICS Total Credits— 200 

Athletic Events Summary 

Each event counts a maximum of 20 points 
Total, 10 events, 200 points 

Class I Class II 

60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 

80 lbs. Class 95 lb. Class 

I. One Lap Potato Race i. One Lap Potato Race 

* 2. Three Lap Potato Race * 2. Four Lap Potato Race 
3. 50 Yard Dash 3. 75 Yard Dash 

* 4. 75 Yard Dash * 4. 100 Yard Dash 

5. Standing Broad Jump 5. Standing Broad Jump 

* 6. Pull Up— Four Times * 6. Pull Up— Five Times 

* 7. Running High Jump * 7. Running High Jump 
8. Running Broad Jump 8. Running Broad Jump 



PHYSICAL TRAINING PROGRAM 



29 



* 9. One Day Hike 

Eight Miles 

* 10. Century Hike 

100 Miles in a Year 
II. Baseball Throw 



9. One Day Hike 
Ten Miles 

10. Century Hike 

100 Miles in a Year 

1 1 . Baseball Throw 



The six starred events are required. Participants may pick 
four of the remaining five to make ten events. 



Class III 
96 to no lbs. inclusive 
no lb. Class 

1. Two Lap Potato Race 

2. Five Lap Potato Race 

3. 75 Yard Dash 

4. 100 Yard Dash 

5. Standing Broad Jump 

6. Pull Up — Six Times 

7. Running High Jump 

8. Running Broad Jump 

9. One Day Hike — 

Twelve Miles 

10. Century Hike 

100 Miles in 6 Mos. 

11. Baseball Throw for 

Distance 

12. Shot Put 



I. 

* 2. 

3. 

* 4. 

5. 

* 6. 

* 7. 
8. 

* 9. 

* 10. 
II. 
12. 



Class IV 
III to 125 lbs. inclusive 

125 lb. Class 
Two Lap Potato Race 
Six Lap Potato Race 
100 Yard Dash 
220 Yard Dash 
Standing Broad Jump 
Pull Up — Seven Times 
Running High Jump 
Running Broad Jump 
One Day Hike — 

Fourteen Miles 
Century Hike 

100 Miles in 6 Mos. 
Baseball Throw for 

Distance 
Shot Put 



Class V 



Weight unlimited 
18 years and under 

Unlimited Class 
Three Lap Potato Race 
Eight Lap Potato Race 
100 Yard Dash 
220 Yard Dash 
Standing Broad Jump 
Pull Up — Eight Times 
Running High Jump 

8. Running Broad Jump 

9. One Day Hike 

Eighteen Miles 
10. Century Hike 

100 Miles in 6 Mos. 



30 LEADERS MANUAL— PIONEERS 

11. Baseball Throw for Distance 

12. Shot Put 



The six starred events are required. Participants may pick 
four of the remaining six to make ten events. 

Full scoring tables are given in the chapter on Track and 
Field Athletics, pages 1 17-126 



Vn. PHYSICAL EXAMINATION 

It is a patriotic duty of every American boy to be physically 
fit. This means a sound body, good eyes, well-kept teeth, proper 
posture, and all vital functions normal and properly working. 
The human body is the most wonderful machine in the world. 
A healthy body is a body in which all adjustments are normal. 
Modern life often necessitates giving these many intricate and 
involved adjustments skilful and scientific attention. 

Everyone knows that even the best of automobiles, watches, 
and adding machines need a thorough examination periodically 
besides frequent minor adjustments. If this periodic examina- 
tion is indefinitely postponed until a break-down occurs, it is 
often serious and expensive. The same things hold true with 
the human machine. It needs a thorough annual inspection by 
a first-class doctor. In this wa3^ difficulties of one kind and an- 
other can be picked out before they become serious. 

Many cities have compulsory physical examination in the 
public schools. This is a good thing when efficiently handled. 
Most physical privilege users of the Y. M. C. A. have such an 
examination before they are allowed gymnasium and swimming 
privileges. It seems to be a fundamental necessity in a program 
of this nature. 

All examinations should be made by a thoroughly competent 
doctor or Physical Director, satisfactory to the Leader. By all 
means, the standard blank shown in the Appendix should be 
used. These can be printed at small expense or purchased from 
the supply department. 



PHYSICAL TRAINING PROGRAM 31 

PHYSICAL EXAMINATION Total Credits— 100 

REQUIRED TEST 

Have a thorough physical exammation by a reputable doctor, 
approved by your Leader, using blank provided for same in the 
Appendix. 

Award credits as follows: 

Fair Physical Condition 50 credits. 
Good " " 70 " 

A-i " " 100 " 

Note 

The hoy should he reexamined physically each year, preferahly at 
the time of the annual granting of chart honors. Use hlank shown 
in the Appe^idix. 



CHAPTER IV 

THE SIGNIFICANCE AND EXPLANATION OF THE 
DEVOTIONAL TRAINING PROGRAM 

"Jesus advanced — i7i favor with God" — Luke 2:52. 

"Thou shall love the Lord, thy God.. with all thy heart" — Luke 
10:27. 

"For as he thinketh within himself, so is he" — Prov. 23:7. 

"One thing have I asked of Jehovah, that will I seek after, .to 
behold the beauty of Jehovah, and to inquire in his temple" — 
Psalm 27:4. 

Religion has universally had to do with cultivation of the heart- 
life of man, the emotional nature; too often in the past this 
aspect of life has been discounted. The emotional element has 
been more or less apologized for. Christ and the Bible clearly 
teach, however, that the affections and sentiments, the feelings 
and desires, are of the very center of personality. They empha- 
size the importance of the cultivation of love, affection, awe, 
reverence, and gratitude. What would life be worth without 
the rich endowment of the emotional nature? If the heart 
desires are wrongly directed, we become slaves of passion; 
if they are rightly trained, strong and noble men. "As a man 
thinketh in his heart, so is he." "Jesus advanced in favor with 
God," that is, in all the religious elements of his rich emotional 
nature. "Thou shalt love the Lord thy God . .with all thy heart." 
"Keep thy heart with all diligence, for out of it are the issues of 
life" (Prov. 4:23). "In the near future," says G. Stanley Hall, 
"education will focus upon the feelings, sentiments, and emotions 
and will do something for the heart, out of which are the issues 
of life." Jesus gives us the perfect example of fully developed 
manhood on the religious and emotional side of life. How rich 
was that life; how tender His compassion; how deep His rever- 
ence; how broad His sympathy; how complete His trust; how 
warm His friendship; how unblamable His indignation; how 
sincere His sorrow; how unflinching His courage; how patient 



DEVOTIONAL TRAINING PROGRAM 33 

His endurance of pain ; how high His sense of perfection, and how 
true His appreciation of the beautiful ! 

In His teaching, no less than in His life, did Jesus recognize 
the importance of the desires and feelings, as we have seen from 
the Scripture references. His ideal of the emotional life is per- 
haps best expressed by the word "hearty" or "perfection." 
He appreciated the beautiful whether in nature or in man. 
"Consider the lilies of the field," "Be ye therefore perfect as 
your Father which is in heaven is perfect," express the joyous 
admiration and aspiration of his heart. He entered heartily 
into the temple worship and delighted in the ideals of beauty 
and perfection expressed in the Psalms of Praise, such as, "Wor- 
ship the Lord in the beauty of holiness." 

The Church, too, in her teaching and practice has been 
true to this fundamental principle in life. By all the arts at 
her command she has endeavored to cultivate the heart-life of 
man, using in her simple yet stately services of worship Scripture, 
prayer, ritual, responses, music, poetry, art, and nature to 
deepen and strengthen man's religious and emotional nature. 
If it is important that we spiritualize the physical and intellectual 
sides of our life and relate them to God, how much more important 
is it that we seek to spiritualize the heart-life, too, and consecrate 
all its rich and abundant powers to Him as Jesus did. That man 
is spiritual on the emotional side of his nature, therefore, who 
has brought his feelings and desires under the control of Christ 
and is giving them full expression in His service. The feelings 
and desires have a spiritual significance; the heart, too, in 
God's. 

It is highly important for us to remember in this connection 
that it is during the adolescent years that we have the largest 
expansion of the emotional nature and reach the high-water 
mark of religious awakening. No boy or young man ought to 
pass through these years so responsive to every emotional appeal 
and so sensitive to religious impulses without the privilege of 
coming to know and choose Jesus as his Saviour and as the Lord 
and Master of his life, and of publicly acknowledging Him by 
uniting with His Church. 

The barriers to the proper religious development of a boy are 
all too potent. The natural response of the boy to the spiritual 



34 LEADERS MANUAL— PIONEERS 

awakening and growth should be safeguarded. The aim should 
be several-fold : 

a. To nurture the natural elements and eliminate the artificial. 

b. To interpret spiritual things in terms of the boy's experi- 
ence. 

c. To provide the medium of active expression for every 
impression. 

d. To preserve a balanced life against the encroachments 
which would crowd out the religious element. 

Especial care should be taken to avoid giving the impression 
that the religious life is a thing apart from the physical, intel- 
lectual, emotional, or social. The Leader should at all times 
seek to carry out the thought that all true life is essentially 
spiritual, in every aspect, and the plan here outlined should 
keep this thought clearly before the boy. 

Note 

Care should be taken by the Leader to grant full credits to Boy 
Scouts, and boys of similar organizations, for devotional work of 
correspondhig nature already done by the boy whether in regular 
activity or on Merit Badges, provided such work was taken under a 
registered or competent leadership and within a reasonable period. 

L PUBLIC WORSHIP 

Instruction. It is the duty of the church to provide food for 
intelligent Christian thinking and to guide the minds of its 
children in their growth and development. The aim of the 
church's instruction should be to lead them to assume a filial 
and reverent attitude toward God and His world, and to live in 
Christian relations of love and helpfulness among their fellow- 
men. To this end the church should make its young people 
thoroughly familiar with the revelation of God as found in the 
Bible and in nature, acquaint them with the main facts in the 
history of the Christian Church and Christian missions, help 
them to appreciate the religious customs, the religious beliefs, 
and the religious needs of other peoples, and inform them con- 
cerning the history and distinctive characteristics of their own 
denomination as well as concerning the social and missionary 



DEVOTIONAL TRAINING PROGRAM 35 

enterprises in which it is now engaged. The courses of study, 
properly assembled and arranged in appropriate sequence, with 
the agencies of instruction clearly designated, constitute the 
Curriculum of Instruction. 

Aim and Scope of the Church's Training 

' Training. All thought is accompanied by feeling which tends 
to express itself in action. It is the duty of the church to provide 
constant and appropriate opportunity for such expression, and 
thus to train in Christian conduct. The religious life comes to 
expression chiefly through two main avenues, worship and 
service. 

A Program of Training in "Worship 

Worship. It is natural for religious feeling to express itself 
in worship. The church, however, should train its young 
people to worship spontaneously and intelligently. They 
need to become acquainted with the forms and language of 
worship, both private and public, but these forms which are 
employed by the church in the training of the young should be 
suited to the experience of the worshiper. Little children, for 
example, require simple forms, while adults may properly make 
use of those which are more complex. Moreover, the material 
of worship may be so related to the material of instruction as 
to serve as a medium for expressing the feelings and enthusiasm 
aroused during the teaching process. Thus, memory work — 
psalms, proverbs, hymns, etc. — required in the course of instruc- 
tion, may find its place at once in the order of worship, or ritual, 
designed for use in the church school or Young People's Society, 
provided it is adapted to the pupil's experience. This Program 
of Training in Worship should be so presented as to indicate 
clearly its relation to the Program in Instruction, 

A Program of Training in Service 

Service. The ultimate aim of instruction is to reach the will 
and lead to expression in action. Through exercise the will 
grows strong. In order that its young people may grow up to be 
efficient as well as intelligent Christians, their wills need to be 
trained, through practice, to prompt and vigorous action. 



36 LEADERS MANUAL— PIONEERS 

To provide opportunity for moral practice there should be a 
Program of Training in Service, suited to the varying powers of 
the growing life, and including not only such simple Christian 
duties as pertain to the home and the immediate neighborhood 
but more complex forms of community and social service and 
Christian missions. These acts of service suggested in the Pro- 
gram should be definitely related to the lessons in the Program of 
Instruction, in order that these lessons may habitually find 
expression in conduct. For some of this training opportunity 
will be offered through organized classes in the Sunday school; 
in other cases special organizations will be utilized. All, taken 
together, w^ill constitute the Curriculum of Training, parallel 
to the Curriculum of Instruction, both of which, together with 
the Program for Training in Worship, make up the complete 
curriculum of the Church School — this term being used to include 
not only the Sunday school, but all other organizations in the 
local church whose purpose is teaching and training. 

PUBLIC worship; Total Credits— 200 

REQUIRED TEST— Maximum of Credits— 150 

Attend regular Sunday church worship, participating in service 
— 2 credits for each service attended up to 100 credits. 

Volunteer some definite service to your Pastor, involving at 
least eight hours — 50 credits. 

Elective Tests — 25 credits each 

1. As an act of worship, aid the church in distributing food, 
clothes, and so forth to poor at Thanksgiving, Christmas, or 
other occasions. 

2. As an act of worship, deliver church calendars or notices 
or collection envelopes, involving at least eight hours' service. 

3. Memorize 

Five standard church hymns, and Scripture as desig- 
nated by your Leader. 

II. GOD IN NATURE AND ART 
Nature 

The purpose of these specific tests is to lead the boy to appre- 
ciate God in nature, as evident in the world about him, and to 



DEVOTIONAL TRAINING PROGRAM 37 

relate such impressions definitely to his regular religious instruc- 
tion. He should be led to an appreciation of God's great plan 
for creating the universe and establishing His Kingdom upon 
this earth. The Leader should avail himself of the opportunity 
to unfold to the boy the conception of God working in the world 
that Jesus had, when He said, "My Father worketh hitherto, and 
I work." 

Music 

There is something in the life of the normal teen-age boy that 
responds to the best and loftiest in music. The tests outlined 
are not to decide the boy's ability, but rather to bring him to an 
appreciation of the divine in music. Where the boy cannot 
himself render the selection, he should be able to identify it when 
rendered b}' another. 

Art 

One of the ways by which man has given expression to the 
promptings of his higher nature and related himself to an 
attribute of Deity is in his attempts to beautify the work of his 
hands. First manifested in the ornamentation that primitive 
man applied to his belongings, this craving after beauty perhaps 
found its highest expression in Greek temples and Gothic 
cathedrals. 

Any work that satisfies this desire for beauty we call Art, 
whether the medium used appeals to the eye, as in architecture, 
sculpture, and painting, or to the ear and mind, as in music and 
poetry. 

As Art came into being by its relations with handcrafts, so it 
can really live only while it retains that connection; and we, who 
in this age of machinery practically never make anything for 
ourselves, are in danger of allowing this facility for producing 
beauty, which is our heritage, to become atrophied from want 
of use. The boys should be stimulated to exercise this faculty 
of making things beautiful, even though it be by such simple 
means as decorating the walls of their bedrooms. 

Poetry 

The value of storing the mind with adapted passages of poetry 
both from Scripture and other literature is quite apparent. 



38 LEADERS MANUAL— PIONEERS 

It is a recognized fact that if boys do not learn to care for 
poetry as boys, in all probability they will never care for it. 
Try reading choice selections of poetry to your group. If it is 
well done they will respond enthusiastically; encourage them to 
bring especially good bits of verse to the group meetings and read 
them aloud. "Poems of Action," by David R. Porter, is one of 
the best books to develop this interest. Invite good readers to 
bring a few verse selections to your boys whenever possible. 
Much that is finest and deepest in literature is missed by the 
boy who "can't read poetry." See suggested books in Chapter 
XVII under Poetry. 

NATURE AND ART Total Credits— lOO 

NO REQUIRED TEST OFFERED 

Elective Tests — 20 credits each up to 100 
Make different choices each year. 

1. Nature 

Attend an educational talk on: 

a. The making of the Earth. 

b. The Story of the Stars. 

c. The Development of Plant and Animal Life. 

2. Music 

a. Identify five standard hymns or pieces of classical 

music by ear. 

b. Take lessons six months on some musical instrument. 

c. Attend a high grade concert by an orchestra or a 

choir that will render some famous oratorio. 

3. Art 

a. Name two kinds of architecture and describe dif- 

ferences. 

b. Name five pieces of classic statuary. 

c. Visit an art gallery of at least 100 pieces — note the 

special things that appeal to your higher nature. 

4. Poetry 

a. Recite one standard poem. 

b. Recite Psalm 1:1-6; 23:1-6; 19:1-14; 8:1-8. 



DEVOTIONAL TRAINING PROGRAM 39 

III. CHURCH SCHOOL LOYALTY 

If the Leader is not already familiar with the best books 
on church 5c/70o/ organization and management, at least one such 
book should be carefully studied at this point. The subject is 
too large to go into in detail in this manual. If you are to 
render the very best service, you should make a thorough study 
of the church school organization and management, giving special 
care to the details of the whole matter of curricula, in order that 
you may perfectly understand the true significance of the various 
main heads of the Devotional Training Program. 

Such books as: 

"The Church School"— W. A. Athearn. 

"The Modern Sunday School and Its Present-Day Task" — ■ 
H. F. Cope. 

"The Graded Sunday School in Principle and Practice" — • 
H. H. Meyer. 

CHURCH SCHOOL LOYALTY Total Credits— 200 

REQUIRED TEST— 150 credits 

Attend your church school regularly — 3 credits for each atten- 
dance up to 150 credits. 

Attitude toward your class work (study of lesson and your co- 
operative spirit) — 25 credits. 

Assume some definite class or church school responsibility, 
covering a three months' period and requiring four hours' work, 
to the satisfaction of your Leader (such tasks as serving as class or 
departmental officer or on a working committee) — 25 credits. 

Elective Tests — 25 credits each 

1. Secure at least one new member for your church school. 

2. Assist in church entertainment, social, or picnic, involving 
at least three hours' service. 

3. Assist in a definite piece of service, to the extent of four 
hours, for any of the church organizations, such as the setting 
up of banquet tables, decorating, or moving chairs. 

IV. KNOWLEDGE OF THE BIBLE 

"The Bible is like a telescope. If a man looks through his 
telescope, then he sees worlds beyond ; but if he looks at this 



40 LEADERS MANUAL— PIONEERS 

telescope, then he does not see anything but a telescope. The 
Bible is a thing to be looked through, to see that,which is beyorid; 
but most people only look at it." 

The Bible is not only the greatest book in the world, but the 
most popular. There are seven times as many Bibles sold each 
year as of the next best seller, all kinds of books included. This 
is evidence that it is widely used and studied. No man is edu- 
cated who does not know his Bible. John Ruskin, the great 
Englishman, said that whatever there is of merit in anything 
that he has written is due to the fact that, when a child, his 
mother made him familiar with the English Bible. 

Daniel Webster, the great American, said, "If there is anything 
of eloquence in me it is because I learned the Scripture at my 
mother's knee." Count Tolstoi, the great Russian, testifies, 
"Without the Bible the education of the child today is impossible." 

Dr. G. H. Ferris, a great preacher of Philadelphia, said that 
just so long as human beings have sorrows and sins, tears and 
tasks, so long will the Bible keep its power and beauty, and be 
enthroned in the human heart. 

Dr. Henry Churchill King, President of Oberlin College, says 
that we need three things in order to make the most of life — 
character, influence, and happiness — and that those three can be 
gained by Bible study. W. T. Grenfell, the great medical 
missionary in Labrador, says: "I believe the Bible contains all 
necessar}^ truth about the way a man should walk here below. 
To me it means everything. Take it away and you can have all 
else I possess." 

Boys become enthusiastic students of the Bible when their 
study is led by a teacher who knows boys as well as the Bible. 
Graded curricula have been developed by the ablest educators, 
so that a boy in a modern church school gets just the sort of 
Bible study that he needs at just the proper period in his develop- 
ment. 

KNOWLEDGE OF THE BIBLE Total Credits— loo 

REQUIRED TEST— Maximum of credits— 50 

Ability to turn readily to a given chapter and verse — 20 credits. 

Tell your group who is your favorite Bible hero and tell ex- 
plicitly why — 30 credits. 



DEVOTIONAL TRAINING PROGRAM 41 

Elective Tests — 25 credits each 

1. Take a course of study on the Life and Teachings of 
Jesus. 

2. Take a course on Old Testament Heroes. 

3. Take a course on Early Christian Leaders. 

4. Write in your own words a designated portion of the 
Sermon on the Mount. 



V. STORY OF CHRISTIANITY 

This is a part of organized religious instruction, that can be 
made intensely interesting to boys. It should be taken up so 
as to show that religion is not an accident or an incident of life, 
but a universal fact permeating all life, present in all ages and 
among all peoples. The studies used should center around the 
great personalities at the heart of Christianity and also show the 
development of religious ideas in the various stages of civilization. 

Study courses offered might well be supplemented by reports 
on various phases of Christian work both in this country and 
abroad that will tend to show Christianity's transforming power 
in the lives of men and nations. 



STORY OF CHRISTIANITY .Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Tell your group in story form: 

Some specified chapter out of the big story of Christianity 
and tell why you chose that particular part or 

Tell your group what the coming of Christianity has meant 
to some special coimtry as: Korea, China, India, Africa. Be 
explicit. 

Elective Tests — 25 credits each 

1. Take a course of study on Christian Heroes. 

2. Read the life of some outstanding leader in your particu- 
lar branch of the Church. 

3. Attend a stereopticon talk on The General Story of 
Christianity. 



42 LEADERS MANUAL— PIONEERS 

VL MY CHURCH AND I 

If there ever was a time when we needed intelligent church 
membership, it is now. It is not enough to lead a boy to the 
Great Decision and church membership — we must help him to 
understand what the Church has to do with the Kingdom 
of God, and just how it is controlled, organized, financed, and 
operated. We want a generation of boys who believe in church 
membership, not because of what they can get out of it but 
because of what they can put into it. 

The boy should come quickly now at this period to see also 
the whole great Christian Church at work in the world, and desire 
to be related in a vital way not only to the particular local 
branch of his choice, but also to the great world church move- 
ments of one kind and another. Care should be taken not to use 
this opportunity to teach only denominationalism but the 
Church should be considered as a whole, united, Christian effort 
for bringing in the Kingdom of God. 

MY CHURCH AND I Total Credits— lOO 

REQUIRED TEST— Maximum of Credits— 50 

Take a course of study on the following topics (or attend a 
series of talks by your Pastor or some one delegated by Leader 
which will include the following) : 

a. Why Have a Church? 

b. The Place of the Church in a Boy's Life. 

c. A Boy's Right Attitude to the Church. 

d. What Being a Christian Really Means. 

Elective Tests — 25 credits each 

1. Give five reasons, before your group, why a boy should 
become a church member. 

2. Attend the regular Pastor's class through one series of 
talks. 

3. Contribute regularly to the church and to benevolences. 

4. Do some specific piece of service for your church, such as 
suggested by Pastor or Leader. 

VII. PERSONAL DEVOTIONS 

The importance of establishing the habit of daily Bible 
reading and prayer during these tempestuous adolescent years 



DEVOTIONAL TRAINING PROGRAM 43 

cannot be over-emphasized. The Leader should be especially 
helpful in suggestions at this point, as the average boy is con- 
fused when merely asked to "read his Bible and pray every day." 

A set of prayer topics might well be developed by the Leader 
and given to the boys once a week, so that unitedly they might 
be praying for the same things. 

The group should adopt for each year some course prepared 
for daily devotional use, such as is issued by the various denomin- 
ations. The daily devotional period will mean much more to the 
average boy by so doing. In many cases whole families can be 
led to participate in this same study. Where no special course 
is followed by the group, the Leader should provide suggestions 
from week to week for study. Choose such references as can 
readily be applied to the daily life and conduct of a boy, some- 
thing he can translate into action as he goes. Unless this vital 
factor can be developed, the daily devotions will lack vitality 
and die in spite of all effort. 

DAILY DEVOTIONS Total Credits— 200 

REQUIRED TEST— Maximum of Credits— 150 

Give time regularly to daily Bible reading and prayer. (Any 
standard book of Bible stories may be used in place of the Bible 
if preferred, or the use of any religious book prescribed by your 
Leader, or participation in regular family worship will be ac- 
ceptable.) 

Elective Tests — 50 credits each 

1. Attend an inspirational talk on: 

The Value of Daily Devotions (first year). 
What Is Worship? (first year). 

2. Worship, a Universal Need (second year). 

3. Christ as a Boy's Comrade (third year). 



CHAPTER V 

THE SIGNIFICANCE AND EXPLANATION OF THE 
SERVICE TRAINING PROGRAM 

"Jesus advanced . . . in favor with . . . men" — Luke 2:52. 

"Thou shah love the Lord, thy God . . . with all thy soul and 
thy neighbor as thyself" — Luke 10:27. 

"I am in the midst of you as he that serveth" — Luke 22:27. 

"On earth peace, among men in whom he is well pleased" — 
Luke 2:14. 

"I seek not mine own will, hut the will of him that sent me" — 
John 5:30. 

"And why call ye me Lord, Lord, and do not the things which I 
say?" — Luke 6:46. 

The crown of man's individuality is to be found in this last 
aspect of his nature — the will. Will expresses itself in action. 
Consciously, or unconsciously, all feelings and thoughts tend to 
express themselves in action and conduct. Will and action are, 
therefore, primary in time and importance. The ideal of conduct 
is "goodness"; this goodness ought to express itself in a three- 
fold way — in the man's skill in performing his life work, in his 
own personal character, and in his relationship to his fellowman. 

In this Service Training Program three kinds of goodness or 
service are recognized; hence, "Thrift" and "Observing Voca- 
tions" find a place, so that boys may understand the right work 
in the world for which they are fitted; "Home Service" and 
"Service to the Other Fellow" will develop personal goodness; 
while "Training for Service," "Citizenship," and "World Brother- 
hood" will broaden the life out into the social and civil goodness 
so much needed today. 

It is scarcely necessary to point out how Jesus demonstrated 
every phase of the "good will" in His life, work, and teaching. 
He was a most diligent and efificient workman. "My Father 
worketh hitherto and I work," he said. His personal goodness is 
beyond dispute. "Which of you convince th me of sin?" was His 
challenge to His enemies. His attitude to social goodness is 



SERVICE TRAINING PROGRAM 45 

expressed by others when the}^ said, "He went about doing good," 
and by Himself in the statement, "The Son of Man came not to be 
ministered unto, but to minister." 

No other teacher ever laid such emphasis on the will as ex- 
pressed in conduct and action. He makes it the basis of knowl- 
edge — "If any man willeth to do His will, he shall know of the 
teaching whether it be of God" (John 7:17). He makes it the 
test of right hearing — "Every one therefore that heareth these 
words of mine, and doeth them, shall be likened unto a wise man, 
who built his house upon the rock" (Matt. 7:24). He makes it 
the very condition of judgment and destiny: "Inasmuch as ye 
did it unto one of . . . these least, ye did it unto me" (Matt. 
25^.o). He set it up as a fundamental idea in a golden rule of 
conduct — "Whatsoever ye would that men should do unto you, 
even so do ye also unto them" (Matt. 7:12), and joined it to the 
first great commandment — "Thou shalt love the Lord thy God 
. . . and thy neighbor as thyself (Luke 10:27). He made it 
clear to His still too selfish disciples that greatness consists not 
in power and dominion over others, but in the service of others. 

The purpose of these tests, therefore, is to help boys and men 
to see that in serving others through the ordinary vocations of 
life, through the home, the community, or in the wider national 
and world life, they are building up the Kingdom of Jesus in the 
world. These studies and activities will tend to stimulate in 
every man and boy these impulses and ideals, and strengthen his 
will for a life of real goodness and worth-while service. 

The ideal boy, therefore, on the volitional side of his life is the 
boy whose will and conduct are conformed to the will of God as 
revealed in Jesus. "Our wills are ours to make them Thine." 
How often this appears in the teachings of Jesus. It is repre- 
sented as the purpose of His coming to this world, "On earth 
peace, good will toward men" (Luke 2:14); as the object of his 
life, "I seek not mine own will, but the will of the Father which 
hath sent me" (John 5 :3o) ; as the basis of true human relation- 
ships, "Whosoever shall do the will of God, the same is my brother, 
and sister, and mother" (Mark 3 :35) ; as the assurance of eternal 
life, "He that doeth the will of God abideth forever" (I John 2:17). 
Every action has thus a spiritual significance. The will, too, is 
God's, 



46 LEADERS MANUAL— PIONEERS 

Note 

Care should be taken by the Leader to grant full credits to Boy 
Scouts, and boys of similar organizations, for service work of cor- 
responding nature already done by the boy, whether in regular 
activity or on Merit Badges, provided such work was taken under a 
registered or competent leadership and within a reasonable period. 

L HOME SERVICE 

Home is the logical place for a boy to demonstrate his socia- 
bility and service. If it is not demonstrated there, probably he 
has no real understanding of what service involves. In these 
busy days, with our American way of living, there is a grave 
danger that home will not function fully in a boy's life — first, 
because of vastly changed conditions, and secondly, because we 
do so much to attract the boy away from his home. He is a vic- 
tim of a system that, in trying to serve him, robs him of his best 
possession. The entire purpose of the tests and activities offered 
under this heading is to give every boy an intelligent idea of what 
home really is, and what home-making involves, and to seek to 
improve the average home relations of the average boy. The 
great heart of common interest must not stop beating in the home 
if it is to function for the boy. We must encourage the home to 
take him more completely into partnership and must train the 
boy to know how to use the privileges of that partnership for the 
benefit of all. A boy intelligently loyal to his home rarely ever 
goes bad. Bad boys come from bad homes. Let's encourage 
boys to put more into their homes so that, in turn, homes can 
put more into them. 

At the same time we must not forget that there are many boys 
in every community who do not have normal home conditions. 
Many times there is no father, very often there is no mother; 
sometimes there are both, but they are separated. The Leader 
should be very tactful at this point and even make special tests 
for the boy, suited to the situation if necessary, bearing in mind 
always that probably some day this very boy will be establishing 
a home of his own and that then his boy training will bear fruit. 
If he cannot function in his own home, perhaps he can in some 
other home to the mutual advantage of both. 



SERVICE TRAINING PROGRAM 47 

HOME SERVICE. Total Credits— 200 

REQUIRED TEST— Maximum of credits— 100 

Give evidence from your parent that your home discipline and 
relationships are satisfactory, using report card to be provided by 
your Leader. 

Elective Tests — 25 credits each up to 100 

1. Accept responsibilities for regular home duties, such as, 
chores, caring for yard, machine, chickens, garden, animals, 
furnace, etc., task to be specified by parent and to represent 
at least four hours' service a week. 

2. Provide some useful article for the home, either of your 
own construction or purchased with money you have earned, 
article to have a value of at least two dollars. 

3. Clean the grounds around the house of all unsightly 
weeds and rubbish and keep it clean for a period of six months. 

4. Remember your mother with a letter or flowers on 
Mother's Day or attend a Father and Son Banquet. 

5. Assist parents ten hours with younger children, super- 
vising play, taking walks, or reading aloud. 

6. Improve the^home in some way growing out of your own 
suggestion; such as an easier way to handle routine or decorate 
a room or build a shelf, furniture, ice-box drain, wood-box, or 
flower-box. 

7. Keep your own room or shop clean and in order for a 
six months' period, or its equivalent. 



II. THE OTHER FELLOW 

The ideal of each boy expressing his own life in some form of 
unselfish service must be constantly aimed at, inasmuch as the 
doing of such service stimulates the altruistic spirit to still 
higher ideals and nobler efforts. Nothing less than some pur- 
poseful activity in the interest of others can satisfy Christ's 
purpose for any boy, or indeed can permanently satisfy the boy 
himself. 

Service to the Other Fellow is the keystone of democracy. A 
democracy is ideal only in proportion as its members share the 
common burdens and responsibilities. 



48 LEADERS MANUAL— PIONEERS 

Modern cities could not exist if it were not for the spirit of 
service on the part of thousands of citizens. T\\e community 
is the enlarged family and the little nation. Every boy, as he 
develops, should be imbued with the idea that he is a part of the 
community and must either contribute definitely to its welfare 
in service or become a community parasite. 

THE OTHER FELLOW Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Render some community service suggested by your Leader and 
make a definite sacrifice in time, money, or labor for someone 
more needy than yourself. 

Elective Tests — 25 credits each up to 75 

1. Report broken culverts, bridges, or dangerous road con- 
ditions to proper authority, and remove nails, glass, etc., from 
public thoroughfares. 

2. Help with other boys of neighborhood in assisting with- 
out charge, to harvest the crop or do needed work of sick or 
disabled neighbor. 

3. Contribute at least three dollars, which you have earned 
during the year, to some worthy cause identified with work for 
boys. 

4. Know the exact location of: 

a. Nearest fire alarm to your home. ' 

b. Nearest fire plug to your home. 

c. Nearest doctor to your home. 

d. The local hospital, telephone office, telegraph office, 
and police station. 

5. Assist in keeping at least one-quarter mile of public road 
in shape, or in some equally suitable service for your commu- 
nity. 

6. Take active part in a city-wide Clean-up Campaign or 
some equally suitable service for your community. 

7. Report to proper authorities undue abuse or neglect of 
children or animals. 

III. THRIFT 
Some one has well said that the reason America is a nation of 
spenders is that she has not taught her boys to save. Every boy 
has some money and many could earn much more if there were some 



SERVICE TRAINING PROGRAM 49 

real incentive. A boy is not well educated until he knows the 
value of money. "The test of success is the ability to save." 
Every year a million working men become dependent either upon 
their relatives or upon charity. Much of this national burden 
could be averted if boys could be trained in thrift and steward- 
ship. "Earn something, save part of it, and give part of it every 
month" is good advice to every boy. Ideally, every boy, even in 
early adolescence, should "keep books," so that he can see in 
monthly and yearly totals what he has earned and what he has 
done with his earnings. 

To those who look upon the world with the eyes of youth, 
thrift is much. For what is thrift but happiness stored up for 
future use, the stepping stone to wishes realized? Thrift is no 
negative doctrine which preaches always, "Don't! Don't! Don't!" 
It is a positive thing, a definite inspiration that urges you to do, 
to accomplish, to make fact out of fancy. 

Money is only a means to an end and this should be remem- 
bered. The hoarding of it means no good to anyone. But money, 
coupled with desires, ambitions, determinations, means things 
accomplished. If you want a college education or a trip to 
Europe, get it by saving for it. And you will get it, provided you 
have backbone as well as wishbone. 

A great banker has said that most bad financial habits are 
formed in youth. There is a very close relation between money 
and a boy's character. What a boy earns in the daytime goes 
into his pocket, but what he spends goes into his character. 
Thrift does not mean to be miserly, but to be intelligent about 
income and outgo. Do not fail to encourage each boy in your 
group to start a bank account. 

THRIFT Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Show that each year you are earning, saving, and giving sys- 
tematically, and that you have occasion to do certain necessary 
spending under wise direction. 

Elective Tests — 25 credits 

I. Contribute regularly a definite amount to some good 
cause from funds you have earned. 



50 LEADERS MANUAL— PIONEERS 

2. Show a bank balance of at least ten dollars, all of which 
you have earned. 

3. Show that you have invested at least ten dollars of your 
own earnings in some productive enterprise, such as garden, 
poultry, or rabbits. 

IV. OBSERVING VOCATIONS 

One of the most serious problems that a teen-age boy faces is 
that of understanding the advantages and disadvantages of vari- 
ous life callings. The true meaning of the work of life, the prin- 
ciples of success, should now be set forth. A wise presentation of 
the opportunities for service in the various life callings should be 
made. Each year, when this subject is dealt with, along with 
the regular talk, the claims and opportunities for all sorts of 
Christian ministry should be set forth, along with other profes- 
sions and vocations. 

See the list of suggested books in Chapter XVII under "Choice 
of a Life \A^ork." Round men in square holes is one of the unfor- 
tunate things of modern life. We have been too busy making a 
"living" to make a "life," and the boys are emulating us all too 
perfectly. Next to a Christian Character Decision, the choice of 
a life work is most essential in a boy's life. (Also see Suggestive 
Vocational Talk Topics on pages 260, 261.) 

OBSERVING VOCATIONS Total Credits— 100 

REQUIRED TEST— Maximum of Credits— 50 

Investigate ten vocations common to your locality and tell your 
group which two interest you most and why. 

Elective Tests — 25 credits each up to 50 

1. Attend a practical talk or discussion, or read a book on: 

The World as a Workshop (first year). 

Testing the Success of a Man's Life Work (second year). 

Drifting or Rowing into a Life Work (third year). 

2. Carry through to completion to the satisfaction of the 
Leader any one of the projects promoted by the Government 
through its Agricultural Club movement. 

3. Make a list of ten Americans who you think ma^e a suc- 
cess of their vocations, and tell your group why. 



SERVICE TRAINING PROGRAM 51 

4. Make a list of ten professions and ten trades and check 
the one in each list in which you think you could succeed, also 
the ones that interest you most. Give the reasons for your 
choice. 



V. CITIZENSHIP 

Good citizenship manifests itself in making a community or 
country or world a place where every boy has a fair chance to 
make good in the largest sense, in a legitimate, chosen calling. 
It has to do with the eradicating of social evils and the fighting 
of social wrongs and, constructively, with the permeating of 
business and trade policies and every other relationship of life 
with the principles of freedom, good will, and righteousness. Our 
country calls for young men of intelligence, integrity, strength, 
and breadth of vision, to the end that we may have those who 
will respond to the call to be leaders of groups of boys. The 
Leader has perhaps no worthier task than to inculcate in the 
minds of boys the real meaning of democracy and the principles 
that make for true national greatness. To make of every boy an 
American and world citizen is a challenge that should call for the 
Leader's best powers of constructive leadership. The following 
studies and activities are calculated to assist him in this splendid 
work. 

CITIZENSHIP Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Give the origin and history of the American flag and explain 
the respect that is due it under different circumstances. 

Elective Tests — 25 credits each up to 75 

1. Name four national holidays, fly the American flag on all 
four days, and tell the true significance of each. 

2. Recite "America" and "The Star-Spangled Banner" (three 
verses) . 

3. Know the principal features of the naturalization laws of 
the United States. 

4. Name ten leading citizens of your country and tell why 
you consider them so. 



52 LEADERS MANUAL— PIONEERS 

5. Name the principal officers of your city government and 
tell their major duties. 

6. Name the principal officers of your county and tell their 
major duties. 

7. Give the histor^^ of the Constitution of the United 
States, and recite the preamble. 

8. Attend an educational talk or discussion, or read a 
book on : 

A State's Duty to Its Citizens (first year). 
A Citizen's Duty to His State (second year). 
American Citizenship (third year). 

VI. WORLD BROTHERHOOD 

It is of the greatest importance that the boys of this generation 
come to understand what brotherhood means. After the great 
upheavals due to the War, there are bound to come very rapid 
developments along the lines of world brotherhood. America, 
as never before, is being looked to to lead. Race problems are 
bound to become acute. Every boy should early be taught to see 
the best side of every race and to have a real desire to help them 
instead of to hinder. Then, too, there is the whole missionary 
idea. It should be interpreted from the point of view of world 
brotherhood. 

The greatest inspiration to a life of service will be found in the 
study of great men whose lives have been spent in the service of 
their nation or of humanity. This will give the right opportunity 
to encourage the investment of life in world service, and syste- 
matic giving to missionary and benevolent enterprises. 

It is a fact that our American boys are almost totally ignorant 
of many of the finest, most heroic lives the world has ever pro- 
duced. Out of more than one hundred boys of early adolescent 
age who were asked to name the greatest man, in their opinion, 
the world had ever produced, ninety-one of them said "Napoleon 
Bonaparte"; five, "Abraham Lincoln"; and four, "George Wash- 
ington." Livingstone, James Robertson, William Duncan, 
Horace Trac}/ Pitkin, William Johnson, Dr. Grenfell, Edward A. 
Steiner, and scores of others were absolutely new names to 
them. 



SERVICE TRAINING PROGRAM 53 

WORLD BROTHERHOOD Total Credits— lOO 

REQUIRED TESTS— Maximum of Credits— 75 

Name at least six of the various races that are now very common 
in America and tell the group some of the splendid characteristics 
of each race named — 50 credits. 

Suggest two ways in which any boy can help promote a better 
feeling of brotherhood — 25 credits. 

Elective Tests — 25 credits each 

1. Take a course of study in your church school or elsewhere 
covering home and foreign missions, 

2. Contribute regularly to the missionary enterprise from 
your own earnings. 

3. Be a party to providing food for some needy family. 

4. Be a party to educating some boy in a mission school. 

5. Follow up a definite piece of missionary work as directed 
by your Leader. 

VII. TRAINING FOR SERVICE . 

In recognition of the unfolding altruistic spirit of the adolescent 
boy, progressive instruction should be given him in preparation 
for some definite form of service, in order that his life may be not 
only worth while, but most worth while. This subject, especially 
in the later grades, following regular courses of study, should be 
taken up at the mid-week study period. Examinations should be 
held in these courses. 

Full credit should be given for all such work done, no matter 
under whose auspices. 

TRAINING FOR SERVICE Total Credits— 150 

REQUIRED TEST— Maximum of Credits— 75 

Attend at least five meetings of your group when a Training for 
Service activity is conducted, such as, First Aid, Safety First, or 
Leader's Work. 

Elective Tests — 25 credits each up to 75 

I. Name four kinds of public service that are applicable to 
your community, including two in which boys can participate. 



54 LEADERS MANUAL— PIONEERS 

2. Take part in one such kind of service. 

3. Be elected an officer of your class or cl^b or captain of 
your team or chairman of some service committee. 

4. Show how to make emergency stretchers, splints, and 
how to bandage head, ankle, or hand satisfactorily. 

5. Tell what to do for horses in harness that fall on the street. 

6. Tell in writing at least six principles of Safety First. 



CHAPTER VI 
THE SERVICE RECOGNITIONS 

Service' is the very heart of our Program. It is the keystone 
in the arch of worthwhile living. Every Pioneer should form 
the habit of unselfish service to others. A boy may be unusually 
bright mentally; may have a splendid physical development; 
may attend public worship, church school, and all those things; 
may even be considered thrifty and broadminded, and yet 
not be intelligently interested in serving others. With this in 
mind and with a firm conviction that a very large percentage of 
boys may easily be led into forming service habits, the Service 
Recognitions are given a very important place in this Program. 

Service tasks group themselves pretty well into six classes: 
service rendered to individuals {Personal Service), service ren- 
dered to the home and the home folks {Home Service), service 
rendered to the church and its organizations {Church Service), 
service rendered to the school or place of employment {School 
or Employment Service) , service rendered to general groups or to 
the municipality {Community Service), service rendered to your 
personal group or club or class {Group Service). A great many 
service tasks, practicalfor all sorts of boys, are here classified 
under each heading. In some cases it may be necessary for the 
Leader to arrange even more choices, in order to meet the 
requirements of his particular locality. If this should be the 
case, you may work out satisfactory substitutes. 

For each one of these rather clearly defined groups of service 
a service recognition numeral is offered. (See chapter on Insignia.) 
This recognition should be worn in the vacant square provided in 
the very center of the insignia, but must not be worn until the 
requirements of at least one of the types of service have been 
fully met. It should be clearly understood that this addition to 
the insignia is not a reward for service rendered, but merely a 
recognition of service rendered. If your boys are not vitally 
interested in rendering service, they must wear a blank square at 
the heart of their emblem. The numeral worn indicates the total 



56 LEADERS MANUAL— PIONEERS 

number of types of service rendered. For instance, if a boy has 
rendered all the required service under the head of Home Service 
and Service to the Group he is entitled to wear the numeral 2. If 
he should render all the required service suggested under all the 
headings, he would be entitled to wear the numeral 6. 

In the case of group insignia the numerals used will be the sum 
total of all the individual Service Recognition numerals of all 
the members of the group. These might total twenty-one or 
seventy-five, according to the size of the group and the emphasis 
that they have placed on service. 

1. Personal Service 

(Choice, two out of three tests) 

Give satisfactory evidence that you have 

a. Rendered ten hours of personal service to sick, lame, 
blind, or to small children not in your own family, without 
receiving pay for same. 

b. Rendered acknowledged personal service in accident, 
fire, wreck, runaway, or panic. 

c. Returned lost article to rightful owner, or 
Personally helped auto driver, teamster, or pedestrian 

in any sort of trouble on the road, street, or in the country. 

2. Home Service 

(Choice, two out of three tests) 

Give satisfactory evidence that you have 

a. Rendered ten hours of special Home Service in putting 
in coal or wood, picking fruit, canning fruit or vegetables, 
housecleaning, painting, or remodeling other than prescribed 
by regular tests, without pay. 

b. Cared for younger brothers or sisters eighteen hours 
during absence or sickness of parents, other than prescribed 
by regular tests, or 

Aided in the support of the home from your own earn- 
ings (spirit of the test to be honestly observed). 

c. Kept your own room or shop clean and in order for^a 
six months' period. 



SERVICE RECOGNITION 57 

Church Service 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Been a regular contributor to the support of your 
church or its equivalent, to the satisfaction of your Leader. 

b. Assisted in church entertainment, social, or picnic 
involving fifteen hours' service, or 

Delivered church calendars or notices or collection enve- 
lopes, involving fifteen hours' service. 

c. Acted as librarian, secretary's assistant, usher, for 
period of six months, involving at least fifteen hours of ser- 
vice (avoid accepting service that will make group instruc- 
tion impossible), or 

Beautified church building by planting trees, shrubs, 
vines, or flowers, involving at least fifteen hours of service, or 

Accomplished special piece of service for the church as 
prescribed by your Leader or Pastor or church official, 
involving at least fifteen hours of service. 

School or Employment Service 
(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Done special task, not included in your regular work 
for your school or place of employment, such as, aided new' 
pupil or employe, represented school or firm in entertainment, 
or captained athletic team, 

b. Won special recognition for work unusually well done 
at school or for place of employment (application left to 
Leader) . 

c. Made three constructive suggestions for the better- 
ment of school or plant, either in favor of other scholars or 
employes or for general efficiency of school, office, or plant, 
at least one of these to be accepted and acted upon. 

Community Service 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Taken active part in the boy leadership of some com- 
munity-wide campaign — such as, clean-up, fly extermina- 
tion, community gardens. 



58 LEADERS MANUAL— PIONEERS 

b. Ushered at some public gathering; helped patrol streets 
on parade days; played in band or orchestra on public occa- 
sions, or equivalent, or 

Actively helped protect and provide for birds or have 
become Government Bird Observer, or 

Reported at least two instances of dirty lots or alleys, 
garbage cans, broken culverts, damaged bridges or washed- 
out highways to proper authorities. 

c. Done special piece of service not before reported for 
your community, sanctioned by your Leader, such as. Junior 
Police, turning in fire alarms, cutting weeds on vacant lots or 
along roads. 

6. Service to the Group 

(Choice, two out of three tests) 
Give satisfactory evidence that you have 

a. Been elected to office for six months, such as class or 
group office, without electioneering on your part. 

b. Captained or managed a group team in athletics or 
swimming. 

c. Secured five new members for your group, or 
Provided equipment representing sacrifice — books, fur- 
niture, rugs, pictures — for club or classroom, or 

Made possible some special treat for the group (eats or 
drinks not to count), such as a trip, special guest, uniforms. 

7. Saving Human Life (Highest Recognition of the Program). 

Any Pioneei^ who saves a human life from water, fire, or 
accident may be awarded the Life Saving Recognition. Cer- 
tain required evidence must be offered to secure this honor. 



CHAPTER VII 
BUILDING YOUR MID-WEEK CALENDAR 

It is of the utmost importance that every Leader of a group 
using the Program of Christian Citizenship Training build for 
his guidance at the very beginning of each season's work, whether 
that be spring, summer, fall, or winter, a careful, detailed program 
or calendar for each mid-week "get-together." This can be easily 
done after carefully studying the tests offered for the year's 
work. If it is possible for you to give one night each week to 
your boys, then you must distribute your tests and special 
events over fifty-two "get-togethers." If, on the other hand, 
you can give but two nights a month and perhaps one Saturday 
afternoon, then plan accordingly. Or, if you must depend on 
only one night a month and such holidays as are to be yours, 
then your plan must be adjusted to fit circumstances. In any 
event, if you expect to get real results, you must more or less 
accurately forecast your season's work. 

The following calendars are offered merely as suggestions. 
They may be readily expanded to cover more evenings or 
contracted to fit fewer evenings, just as the case may be. 

You should also, at the very beginning, make a definite 
schedule for personally interviewing (charting) each boy in 
your group. The first charting, which is of the utmost import- 
ance, should come as soon after the work is begun as possible. 
The second charting should follow closely upon the completion 
of one regular year's work. Sunday afternoon is a very desirable 
time for this task. If your group is large, enlist and train help 
early in the game. Select the best possible setting for inter- 
viewing each boy, choosing an environment that will cause him 
to feel absolutely free and at home. An interview that is in the 
least forced or mechanical is valueless. 

You should always announce at least one week in advance 
just what tests will be called for at your next regular meeting. 
Maintain a high standard of work at all times. Don't hurry. 
Remember you are building character, not running a side-show. 



6o LEADERS MANUAL— PIONEERS 

In churches and Associations where several groups are taking 
the program, joint meetings can be arranged to advantage for 
group and mass games, aquatic nights, and practical talks. 
Very often two or three Leaders of clubs can pool their responsi- 
bilities to the advantage of everyone concerned, as well as arrange 
for special help for many special occasions. 

Whenever possible, plan some sort of an outing or camping 
trip for your group in the summer. If you cannot go yourself 
or cannot arrange for a church camp to which your group may go, 
endeavor to attach your boys to some camp recognized as stan- 
dard and good. A whole season's work can be brought to a 
splendid finish with very definite results in a one-week well- 
organized camp. 

You will do well to post your detailed program of activities 
where the boys can refer to it often. It stimulates interest very 
materially. 



A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 
FOR PIONEER GROUPS (First Year) 

Mid-Week 

1. Devotions and Business 

A Look into the Future — Outlining Plans. 
Group or Team Games — Announcement of Tests. 

2. Devotions and Business 

Talk, discussion, or report on a book covering the subject 

of: The Real Value of an Education. 
Group or Team Games. 

3. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

The Value of Daily Devotions. 
Physical examinations by doctors. 

4. Devotions and Business 

First reading of Sex Education Book. 
Tests on Required Work. 

5. Devotions and Business 

Second reading of Sex Education Book. 
Group or Team Games — Social Event. 

6. Devotions and Business 



THE MID-WEEK CALENDAR 61 

Mid-Week 

Talk, discussion, or report on a book covering the subject of: 

Learning to Observe. 
Display of collections and nature specimens. 

7. Devotions and Business 

Each boy, three minutes, "Your Hero." 
Parents' or Visitors' Night. 

8. Devotions and Business 

Talk, discussion, or report on a book covering the subject of; 

God's Great Out-of-doors. 
Tests on Required Work. 

9. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Early History of Your Locality. 
Group or Team Games. Special Reports. 

10. Devotions and Business 
First talk on First Aid. 

Report on Handicraft Work and Reading. 

11. Devotions and Business 
Second talk on First Aid. 

Group or Team Games. Swimming. 

12. Devotions and Business 
Third talk on First Aid. 
Tests on Required Work. 

13. Devotions and Business 
Fourth talk on First Aid. 

Group or Team Games. Health Tests. 

14. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

The Value of Good Habits. 
Visit other group. Social. 

15. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

The World as a Workshop. 
Reports on service rendered. 

16. Devotions and Business 

Talk by Leader, checking up on progress. 
Tests on Required Work. 

17. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Place of the Church in a Boy's Life. 
First-Aid Demonstration. 



62 LEADERS MANUAL— PIONEERS 

Mid-Week 

1 8. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
How to Build a Strong Body. 

Patriotic Night. History of the Flag. 
19.' Devotions and Business 

Reading on some Christian Leader. 

Group or Team Games. 

20. Devotions and Business 

An evening on the Story of Christianity — either reading, 

pictures, or talks. 
Tests on Required Work. 

21. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Farce — County Fair. Dramatics. 

22. Devotions and Business 
Chat covering topics suggested by the Tests under "My 

Church and L'] _ 
Present Home Discipline Score Cards. 

23. Devotions and Business 
Chat covering topics suggested by the Tests under "My 

Church and L" 
Aquatic Night. 

24. Devotions and Business 
Chat covering topics suggested by the Tests under "My 

Church and L" 
Tests on Required Work. 

25. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

How and What to Eat on Hikes. 
Hike into open country, three miles each way. 

26. Devotions and Business 
Indoor or Outdoor Track Meet. 



A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 
FOR PIONEER GROUPS (Second Year) 

Mid-Week 
I. Devotions and Business 

A Look into the Future — Outlining Plans. 
Group or Team Games — Announcement of Tests. 



THE MID-WEEK CALENDAR 63 

Mid-Week 

2. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
Why Go to High School or The Value of an Education to 
the Boy Who Expects to Live on a Farm. 

Group or Team Games. 

3. Devotions and Business 

First reading of Sex Education Book. 
Physical examinations by doctors. 

4. Devotions and Business 

Second reading of Sex Education Book. 
Group or Team Games. Social Event. 

5. Devotions and Business 

Recitations or speeches on current events. 
Reports on collections and nature specimens. 

6. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
History of Fire and Making Fire with Rubbing Sticks. 

Parents' or Visitors' Night. 

Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
Observing God's Signboards. 

Tests on Required Work. 

8. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Wireless, Aviation, etc. 
Health Tests. 

9. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

How to Eat, When to Eat, and What to Eat. 
Group Games and Tests on Knots. 

10. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Practical Campcraft for Boys. 
Swimming. 

11. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

A Boy's Right Attitude to the Church. 
Tests on Required Work. 

12. Devotions and Business 

Reading or report on some Christian Leader. 
Entertain other group. 



/• 



64 LEADERS MANUAL— PIONEERS 

Mid-Week 

13. Devotions and Business 

Talk by Leader, checking up on progress. 
Report on Handicraft Work and Reading. 

14. Devotions and Business 

An evening on the Story of Christianity either by pictures, 

stories, or reading. 
Reports on service rendered. 

15. Devotions and Business 

Observe "Mothers' Day" or "Father and Son Day." 
Tests on Required Work. 

16. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Group and Team Games. 

17. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and I." 
Dramatics. Minstrels. Farce. 

18. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Stunt Social. 

19. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and I."^ 
Tests on Required Work. 

20. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Authoritative Physical Effect of Tobacco. 
Patriotic Night. Flag Raising, etc. 

21. Devotions and Bussines 

Talk, discussion, or report on a book covering the subject of: 

Testing the Success of a Man's Life Work. 
Aquatic Night. 

22. Devotions and Business 
First First Aid talk. 

Advanced Tests on Required Work. 

23. Devotions and Business 
Second First Aid talk. 
Advanced First Aid Demonstration. 



THE MID-WEEK CALENDAR 65 

Mid-Week 

24. Devotions and Business 
Third First Aid talk. 

Advanced reports on reading to date. 

25. Devotions and Business 
Fourth First Aid talk. 
Advanced Tests on Required Work. 

26. Devotions and Business 
Indoor or Outdoor Track Meet. 

A SUGGESTIVE CALENDAR OF MID-WEEK ACTIVITIES 

FOR PIONEER GROUPS (Third year) 
Mid-Week 

1. Devotions and Business 

A Look into the Future — Outlining Plans. 
Group or Team Games — Announcement of Tests. 

2. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
Education and Personality or Does Education Make the 
Farmer a Better Citizen? 

Group or Team Games. 

3. Devotions and Business 

First reading of Sex Education Book. 
Physical examinations by doctors. 

4. Devotions and Business 

Second reading of Sex Education Book. 
Tests on Required Work. 

5. Devotions and Business 
Recitations, Speeches, Debates. 
Social Event. 

6. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Our Forests and Their Protection. 
Parents' or Visitors' Night. 

7. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 
From Apprentice System to Age of Machinery, or The 
Effects of Machinery on Production. 

Report on collections and nature specimens. 

8. Devotions and Business 

Talk, discussion, or report on a book covering the subject of 

Exploration, invention, or Travel. 
Tests on Required Work. 



66 LEADERS MANUAL— PIONEERS 

Mid-Week 

9. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

How We Grow. 
Report on handicraft work and reading. 

10. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Things to Remember in Choosing a Camp-Site. 
Health Tests. 

11. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

What Being a Christian Really Means. 
Group or Team Games. 

12. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

The Church at Work in the World. 
Tests on Required Work. 

13. Devotions and Business 

Talk b}^ Leader, checking up on progress. 
Swimming. 

14. Devotions and Business 
Reading on some Christian Leader. 
Entertain some other group. 

15. Devotions and Business 

An evening on the Story of Christianity, either by pictures, 

stories, or reading. 
Dramatics, Minstrels, etc. 

16. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and I." 
Tests on Required Work. 

17. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Group and Team Games. 

18. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Social Night. 

19. Devotions and Business 

Chat covering topics suggested by the Tests under "My 

Church and L" 
Hike or outdoor supper in Park. 



THE MID-WEEK CALENDAR 67 

Mid-Week 

20. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Some Modern Facts about Alcoholic Drinks. 
Tests on Required Work. 

21. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

Drifting or Rowing into a Life Work. 
Reports on service rendered. 

22. Devotions and Business 

Talk, discussion, or report on a book covering the subject of: 

A State's Duties to Its Citizens. 
Patriotic Night. 

23. Devotions and Business 
First talk on Safety First. 
Aquatic Night. 

24. Devotions and Business 
Second talk on Safety First. 
Tests on Required Work. 

25. Devotions and Business 
Third talk on Safety First. 
Reports on reading to date. 

26. Devotions and Business 
Fourth talk on Safety First. 
Track Meet. 



I 



CHAPTER VIII 
THE BOY FROM TWELVE TO FOURTEEN 

Those who have studied boy life carefully agree that there is 
a period between approximately the twelfth and the fifteenth 
birthday which is fairly well marked by characteristics which dis- 
tinguish it from other periods of boy life. It should be remem- 
bered that the age limits given are only approximate, varying 
with different boys. 

Before twelve, we think of the period as later childhood, and 
normally the boy is largely under the immediate care of his home 
and the direction of his parents. Some time later we shall dis- 
cover that the boy's social circle is enlarged very much beyond 
his home and the sense of personal responsibility is greatly 
increased. We are led to believe that some of these changes 
begin to manifest themselves very definitely at about twelve 
years of age, at which time he enters the period of adolescence. 
In the fourteenth or fifteenth year still other changes take place; 
these are discussed in a later Leaders' Manual. 

The boy in the early adolescent period, twelve to fourteen, 
usually shows marked interest in the group of boys. This has 
been called the "gang instinct." Left to work itself out, this 
tendency usually results in the boy belonging to a group of boys, 
seven or eight in number. Attachment to this group varies all 
the way from mere temporary interest to a degree of allegiance 
which will astound those who have not studied the boy gang. 
The results of this group connection, where the group is sponta- 
neously organized, will range from mere secrecy and harmless 
pastimes to a degree of actual deviltry that may well alarm those 
who are interested in the boys. This grouping instinct is wholly 
natural; any attempt to eradicate it is usually harmful. The 
solution of the problem lies in recognizing the tendency and in 
providing safe and attractive leadership for the group. 

This period is marked by hero-worship; hence the right adult 
Leader finds everything in favor of his being admitted to the 



THE BOY FROM TWELVE TO FOURTEEN 69 

innermost lives of the boys. He supplies their hero-worshiping 
needs and gives them a program for group activities. Herein 
lies the real secret of leadership with boys of this age. The needs 
and interests of these boys suggest the kind of program which 
they should have. If books or study are to be made use of, the 
element of biography enters into the content of the program; 
for here, again, is food for hero-worship. 

The boy at this period is still rather an* individualist; only in 
the later part of the period is he learning team work. Hence 
individual traits and interests will need to be taken into account. 
The games he plays must give him a good deal of opportunity for 
individual initiative and "glory." The Leader may well use every 
opportunity to teach team play, sacrifice for the good of the 
team, and all else of this variety which will soon be a veritable 
part of the boy's life; but he should not be discouraged if the 
boy frequently reverts to an expression of selfish interest in his 
own behalf and seeks only personal achievement and praise. 

The "collection" interest may be waning somewhat at this 
period, or may break out afresh in new forms ; when it is present 
the collection of stamps and coins is likely to be fairly typical. 
Woodcraft and the whole of out-door lore are usually very 
acceptable to boys in this period. The element of the mysterious, 
or the opportunity to discover, will usually attract. The practice 
of keen observation may be made a very attractive game. In- 
deed, a great deal of the most useful instruction may be carried 
on in the form of games and recreation, frankly recognizing the 
hungry play instinct. 

The problem of the physical life begins to loom larger here. 
Sex irregularities are not infrequent before this period ; but they 
may be said to be nearly universal, to a degree, in this period and 
in the next one. Self-abuse, in less or greater degree, is common. 
Very few if any boys are entirely free from this practice. True, 
with many it is quite temporary or occasional; but it is safe to 
assume that every boy has this fight on at some time with varying 
degrees of intensity. 

This subject cannot here be treated at length. Special books 

(see Bibliography, page 234) give abundant help for the Leader 

at this point. The fact is given here merely to call attention to 

the matter as an element with which the wise Leader will need to 



70 LEADERS MANUAL— PIONEERS 

reckon. It is a happy circumstance when a boy's father or other 
man friend has his confidence at this time, so that the matter 
may be clearly understood by the boy — instead of his being left 
in ignorance, or, worse still, in possession of incorrect information 
which is easily picked up in his contact with other boys. 

The boy may be an omnivorous reader in these years. Here 
enters the opportunity of the Leader to help him to healthful 
reading. His reading habits for life may be largely molded by 
care in this period. No Leader need lack for abundant help in 
this matter (see page 219) ; no leadership is quite sufficient which 
does not extend to a helpful direction of the boy's reading. 

Motor-energy is the key- word to this boy's life. To do, to do, 
to do — to be everlastingly doing, is the desire of the usual boy. 
To make things, to hike, to explore, to play boisterous and none 
too gentle games — all these things are in the nature of the case. 

This boy is usually none too partial to girls; that will come 
later. There may be genuine antipathy to girls; certainly there 
will be quite frequently a real disgust for all that girls are especi- 
ally interested in, if not for the girls themselves. 

The general physical condition of the boy at this period may 
play a real part in the Leader's plans. Poor teeth may mean 
inadequate nutrition; the presence of adenoids may lead to a 
train of physical ills. Any phy-^ician can make all these points 
clear; hence, there is little need for space to be given to them 
here. 

Assignments of responsibility to this boy should be of the kind 
which will call for immediate performance and be of short dura- 
tion. Usually there will not be extended continuity of interest. 
Hence class or club office or committee assignment should not 
usually exceed three months. Special tasks should not be such 
that they have to be stretched out over long periods of time. 
These boys will learn to assume their share of responsibility more 
and more as they get older, if responsibilities are given to them 
in the right way at this time. 

The boy of this age who has been under Christian training 
during the previous years is usually quite ready to respond to 
the challenge for a definite step in Christian declaration and 
uniting with the church. This step should be expected as a 
matter of course in a group of boys under Christian leadership. 



THE BOY FROM TWELVE TO FOURTEEN 71 

and it should surely come in this period or fairly early in the 
next period, which covers the years from fifteen to seventeen. 
The Christian Leader of this group cannot afford to overlook the 
opportunities here presented. The trend of improved religious 
education is to increase the number of open declarations in the 
interest of the Christian life in the period now under discussion. 
Briefly summarizing, then, it is clear that the boy in this period 
is ready for the challenge to live four-square, to develop sym- 
metrically, to live as the boy Jesus lived, increasing "in wisdom 
and stature and in favor with God and men." Any less program 
than this should not satisfy a Leader who is actuated by the 
highest motives; nor will less of a program grip the boy as surely 
as will this all-round program, if it is brought to him in an 
attractive way. 



CHAPTER IX 
THE PERSONAL INTERVIEW AND CHARTING 

Clearly the very first step for a Leader to pursue with a boy 
who has signified his desire to take this Program is to sit down 
with him and, in an unhurried but friendly interview, determine 
the boy's present status of development. This interview should 
be carefully visualized on the chart (see page 8i). Be sure 
to date your chart and make concise recommendations at the 
bottom for the guidance of the boy in improving his development. 
It should be clearly borne in mind by the Leader and constantly 
made clear to the boy being interviewed that not only is intensity 
of development in all phases of his life desirable, but that area 
is also an important element. He not only wants his life to be 
visualized as reasonably symmetrical, but must be tremendously 
in earnest to see that its area is an ever-enlarging one. 

The whole plan should be carefully explained to him, so that 
he will enter freely and sympathetically into it and he and the 
Leader may jointly determine the proper charting at the very 
beginning of the tests. Frequently it will work well to let the 
boy suggest the credit that should come to him in any particular 
subject, after, of course, making clear the real meaning and 
significance of the test. 

To the Leader who is eager for an opportunity to present the 
claims of Christ as a personal Saviour this interview offers an 
unusual opportunity. The Leader should carefully familiarize 
himself with the charting plan by a careful study of the following 
interview and by gi\ing the questions offered on the following 
pages a very careful consideration. These questions are offered as 
a guide for the Leader's first interviews, in order that points of 
fundamental importance shall not be overlooked. He should be 
so familiar with what is involved in an interview before he 
meets the boy that the interview will have none of the elements 
of an examination, but be a friendly effort to discover and 
properly interpret in their relative values the facts of the boy's 



INTERVIEWING AND CHARTING 73 

life; he should have the plan clearly in mind so that he may 
proceed without hesitation in determining the grade the boy 
should receive. For instance, a boy of thirteen comes up for his 
first interview. iVfter making cleai to him the purpose and scope 
of the plan, as suggested on page 83, begin the interview by 
following the suggestive questions offered (see page 84). Prob- 
ably the interview will run something like the following: 

1. School 

He had attended school regularly, but because of lack of appli- 
cation failed in one year's work. His effort and scholarship were 
only fair, due to his all-consuming interest in athletics. He had 
a very fair idea, however, of the real value of an education and 
was expecting at least to finish high school. He had taken some 
part in school activities. Two hundred credits out of a possible 
three hundred seemed a fair grading. 

2. Health Education 

He was a normally healthy boy and this at once suggested that 
he must have reasonably good health habits. He could name but 
three fundamental laws of health, but this was due probably to 
the fact that his information was not yet fully crystallized or 
defined. He had a keen desire for a strong body and was eager 
for suggestions in this direction. However, he had had no sex 
education of any kind save what he had picked up from the 
boys at school. He had not even read a standard book on this 
important subject. One hundred and ten credits out of a 
possible two hundred seemed a fair grading. 

3. Speaking and Home Reading 

This boy expressed his ideas in a clear way. He had a good 
vocabulary for a boy of thirteen, and showed plainly by his 
remarks that he was a thoughtful fellow. He read a great deal; 
said he averaged two books a week and that he borrowed most 
of them fl-om his friends. Investigation showed plainly that 
they were not the best books. He needed direction badly in this 
particular. He was a great admirer of a certain high class boys' 
paper and could hardly wait from month to month for it to come. 
Eighty credits out of a possible one hundred seemed a fair grading. 



74 LEADERS MANUAL— PIONEERS 

4. Nature Interests 

Here was a case of a typical city boy. He knew very little 
about the out-of-doors, at least so far as nature was concerned. 
He had never fished or hunted. He knew there were a great 
many wild flowers, but he had paid very little attention to them. 
He could recognize only three or four native birds, and trees 
were trees. "Some grew cotton, some nuts, and a few nothing 
but leaves." He had never been camping, had never hiked much, 
in fact was ignorant of a great field of normal boy interest. He 
was even surprised to discover that boys in general should be 
intelligently alive to nature interests. Twenty credits out of a 
possible one hundred seemed a fair grading. 

5. Handicraft 

In handicraft things were very different. He was fond of 
tools, had more than a dozen of his own, was a past master at 
transforming grocery boxes into wagons and sleds, and had with 
the help of his pal built two rabbit hutches and a dove-house. 
He understood simple electrical apparatus and fairly devoured 
the mechanical pages of every magazine that came into the 
home. Under the circumstances ninety credits out of a possible 
one hundred did not seem extravagant. 

6. Observation and Collection 

Like most city boys, he was a poor observer. He constantly 
saw so many sights that he had given mighty little attention to 
details. He did not know where the nearest fire alarm box or 
the nearest fire plug was to his home. He could not name his 
city streets outside of his own immediate neighborhood and had 
never indulged in collections of any kind. Once he had gotten 
the "stamp craze," but because it "dirtied up the house" his 
mother had objected. A very valuable educational and obser- 
vational element had thus been rudely nipped in the bud. 
He could not describe the shape of his father's hat and remember- 
ed poorly what he saw in the shop windows used as tests. This 
boy needed badly to be taught to use his eyes. He was getting 
most of his information through "ear-gate" when a considerable 
part of it should be coming through "eye-gate" as well. Thirty- 
five credits out of a possible one hundred seemed fair. 



INTERVIEWING AND CHARTING 75 

7. Educational Talks and Trips 

Being a boy of mechanical turn of mind, he was very much 
interested in all sorts and kinds of machinery, and consequently 
had taken advantage of every opportunity that had been his to 
visit various factories and machine shops. . He had read a boy s 
life of Edison and had secret ambitions to become a great 
inventor one dav. He was simply crazy about automobiles and 
airships and had accumulated an amazing amount of accurate 
information about types and just what each would do under 
given circumstances. Eighty credits out of a possible one 
hundred did not seem too high a grade. 

Under the PHYSICAL TRAINING PROGRAM his credits 
ran as follows : 

I. Health Habits 

Because of intelligent discipline at home this boy had reason- 
ably fixed physical habits. He was compelled to go to bed at a 
reasonable hour and if he failed to rise on schedule, paid penalty 
with his breakfast. He cleansed his teeth night and morning, 
and was required to spend at least two hours out of doors a day 
half of which was consumed with regular chores. He bathed 
twice a week in winter and every day in summer, counting his 
swims. His personal appearance was satisfactory. There was 
nothing "dudie" about him yet he was clean and tidy. His 
posture was excellent. He did not smoke and was pleased to Ime 
up with other fellows in standing for clean sports, clean habits 
and clean speech. One hundred and forty credits were awarded 
out of a possible one hundred and fifty. 

2. Campcraft 

The lad was a good hiker and had made several good tramps, 
but always from the purely athletic point of view. He knew little 
or nothing about preparing hike food, building a fire, or taking 
care of himself in the open country. He had not attended a boys 
camp, simply because none had been provided; consequently a 
very real part of his normal boyhood was lacking. Having had 
no actual camping experience, he had read very little in that 
direction. He was anxious to be a camper and was enthusiastic 



76 LEADERS MANUAL— PIONEERS 

over the prospect of a church boys' camp. Twenty credits out of 
a possible one hundred was all he could claim. 

3. Team Games 

In this particular the lad stood well. He played baseball, 
was captain and pitcher, played football, right end and quarter- 
back. While he had never been on an organized hockey team, he 
played hockey with considerable skill for so young a boy and 
was considered by the bunch as a first-class sport who usually 
kept his head and played a clean and above-board game. One 
hundred and twenty-five credits out of a possible one hundred 
and fifty seemed about right. 

4. Group Games 

He was not so expert at group games. His parents had dis- 
couraged the gang that attempted to play under the street light 
summer evenings, and he did not belong to a gymnasium. His 
Sunday school had not attempted to provide mid-week group 
meetings until now, and so the group games had been slighted. 
Fifty credits were all that could be claimed of the possible one 
hundred and fifty. 

5. Aquatics 

His opportunities to swim had also been limited to the swim- 
ming hole in the river and an occasional swim in a private tank. 
He qualified in several elementary tests. Had never taught a 
boy to swim. Ninety credits out of the possible one hundred and 
fifty seemed satisfactory. 

6. Athletics 

As a regular track-meet had not been provided when this 
interview was given, it wa» necessary to grade on past achieve- 
ment and leave actual totals until a field meet was held. From 
the above information and general questions asked it seemed fair 
to allow one hundred and fort}^ credits out of a possible two 
hundred. 

7. Physical Examination 

While not examined on the regular blank required, from 
facts already in possession of the interviewer it seemed fair to 



INTERVIEWING AND CHARTING 77 

consider the boy in good physical condition and thereby grant 
him seventy-five credits out of a possible one hundred. 

Under the DEVOTIONAL TRAINING PROGRAM his 
credits ran as follows: 

1. Public Worship 

He was not a regular attendant at any church. His father 
did not go, so he did not believe that it was worth while. Not 
many of his pals went either. He knew a few of the church 
hymns and had learned several bits of Scripture — as punishment 
— but the church as such meant nothing to him. Something 
had been overlooked. Twenty credits out of two hundred seemed 
generous. 

2. God in Nature and Art 

He had never thought of seeing God in nature or of relating 
Him to beautiful things. He took music lessons because he had 
to, but cared very little for music. He was interested in the 
stars, however, and with this as a starting point may easily be 
led out into a finer appreciation of God at work in His world. 
Forty credits seemed fair out of a possible one hundred. 

3. Church School Loyalty 

He did go to the church school — the gang went. He went 
to be with the gang. The class met in a noisy auditorium and 
half the lesson hour was given over to keeping order. The class 
was not organized. There was no mid-week activity. He went 
to Sunday school because his mother wanted him to go, but it 
had not gotten a hold of his enthusiasm or his loyalty. It was 
just "the Sunday school" and never "our Sunday school." Fifty 
credits out of the possible two hundred seemed fair. 

4. Knowledge of the Bible 

From the above one might gather pretty well what real 
Bible knowledge this boy was gathering. It was the "Good 
Book" and had some sort of mysterious power when properly 
used by old folks, but meant nothing to him beyond a series 
of unconnected stories that were meant to teach a lesson. His 



78 LEADERS MANUAL— PIONEERS 

church school was ungraded and he was not at all certain what 
they had or had not studied. . Fifteen credits seemed fair out of a 
possible one hundred. 

5. Story of Christianity 

The boy had, of course, read and heard more or less of the 
story of Christianity, but had been interested in it largely 
as a story and not at all as it related itself to making the world a 
better place to live in. He was not aware of any of the great 
changes Christianity at work had wrought among heathen 
nations. The main incident out of Paul's accomplishments for 
the early Church was the fact that he was shipwrecked. Fifteen 
credits were all that could be awarded out of a possible one 
hundred. 

6. My Church and I 

This boy had not yet made a Christian decision. He was not 
ready. He had never thought much about why we have churches. 
Such a topic as "What should a boy expect from the church?" or 
"What should the church expect from the boy?" had never been 
discussed in his presence. He didn't know how the church came 
into being and didn't care. He had a poorly defined idea that 
a big boy could be as much of a Christian outside of the church 
as in. (He had heard some older boy that he admired so express 
himself.) Fifteen credits again seemed all that could be awarded. 

7. Personal Devotions 

He had been in the habit since his baby days of "saying a 
prayer" at night — one that his mother had taught him — but 
beyond that he had no personal devotions. Occasionally upon 
request his mother read to him after he had gone to bed and 
quite often it was a well-chosen story from the Bible. He had no 
Bible of his own and never saw the inside of one except on 
Sunday at the church school. They had no form of family 
worship in the home. Forty seemed a fair proportion of the 
available two hundred. 

Under the SERVICE TRAINING PROGRAM his credits 
ran as follows: 



INTERVIEWING AND CHARTING 79 

1. Home Service 

In many ways this lad's home was far above the ordinary. 
The boy was accepted as an individual and was considered a 
partner in the home enterprise. Accordingly he entered into his 
chores, which consisted of caring for a furnace in winter and a 
yard and garden in summer. It was not the furnace and garden 
but our furnace and garden. In addition to these responsibilities 
were a dog and an auto. The service was not only freely rendered, 
but great care was taken with details. This element helped very 
greatly in the whole problem of home discipline. One hundred 
and sixty credits out of a possible two hundred seemed fair. 

2. The Other Fellow 

The boy's social outlook was quite normal. (The fact that he 
had an older sister and a younger brother helped a great deal.) 
Home life taught him unselfishness. He was given an allowance, 
his part of the earnings of the "company," and with these earnings 
he must meet certain obligations such as his clothes, his recrea- 
tions, and his benevolences. He had pledged to "earn and give" 
three dollars toward war relief. Growing out of the fact that he 
had ridden a great deal in an auto, he had formed the habit of 
always removing glass from the streets and of marking bad ditch 
boxes and dangerous holes. This sort of service was very 
practical to him and he entered into it as a matter of course. 
One hundred and twenty credits out of a possible one hundred 
and fifty were awarded. 

3. Citizenship 

In citizenship the boy was lacking. He did not know the 
history of the American flag or the respect due to it. He could 
not recite "America" or "The Star Spangled Banner." His 
education in this direction was faulty. As a result he drew but 
sixty of the possible one hundred and fifty credits. 

4. Thrift 

As indicated above, intelligent parents had started the boy 
in the right direction on thrift. He had earned and given, 
and besides that had made quite a little saving all his own. 
His giving had not yet been reduced to a system. He gave rather 



8o LEADERS MANUAL— PIONEERS 

to the appeal that touched his heart. However, he was anxiouL 
for suggestions in this direction. His attitude- toward money 
matters was rather mature for a boy of thirteen. He was given 
one hundred and twenty credits out of the possible one hundred 
and fifty. 

5. Observing Vocations 

He fully expected to be an inventor. This, of course, was but 
an impression. He wanted always to do the thing he best liked 
to do. Unfortunately, he was not at all interested in even hearing 
about other types of life work. At this point he needed direction 
and suggestion and especially some wise direction in his reading. 
The practical talks of this program will also tend to broaden 
his interest. It would be too bad to allow a boy so young to let 
his vocational interests crystallize too soon. The mere fact, 
however, that thj lad had seriously considered in his boyish 
way how he could really make good was worthy of good grade. 
Eighty credits out of a possible one buadred seemed fair. 

6. World Brotherhood 

As was indicated before he knew nothing at all of the mission- 
ary enterprise, and had never had any organized mission work 
either home or foreign. His relationships with men of other 
color and race were not particularly good. There was much 
prejudice. Only ten credits were allowed here out of one hundred. 

7. Training for Service 

Here the boy again had had no opportunity to train for service. 
He was essentially selfish. No First Aid had ever been offered 
or organized work on Safety First. The only crowd that he 
belonged to — his church school group — was not organized for 
service. Consequently, there was no effort made in this direction. 
Twenty credits out of the possible one hundred and fifty seemed 
to be all that could justly be allowed. 

Now, let us briefly summarize and see what charting honors 
can be awarded. (Study this interview as recorded on the 
accompanying chart.) In his Intellectual Training he totals 
615 credits. In his Physical Training he totals 650 credits. 
In his Devotional Training he totals 195 credits. In his Service 



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82 LEADERS MANUAL— PIONEERS 

Training he totals 570 credits. You see at once that he is a very 
average boy in all save his devotional development. But you 
say, "He made such good credits in a number of places. It seems 
he should show up better." The point is, his development is 
spotted. It lacks symmetry. This can easily be remedied 
by a carefully graded program of activities. Remember to 
contrast this first charting with the charting of this same lad a 
year later. Growth in the undeveloped spots will be amazing. 
Now a word of warning! Do not become so interested in the 
machine and its operation that you fail to grasp the far bigger 
thing — the product of the machine. Just what did that two-hour 
interview do for that boy besides visualize his present status 
of development? Several things of tremendous importance to his 
future; 

First: It helped the boy to see all the elements of life harmon- 
ized into a whole. 

Second: It helped the boy to visualize clearly an ideal for 
which to strive. 

Third: It helped the boy to discover himself. 

Fourth: It laid the foundations of a very intimate friendship 
between Leader and boy, opening clearly the way for future 
discussion of personal problems. 

Fifth: It helped the boy to appreciate just what this program 
of activities is all about, and why he should not only support it 
but urge other boys to also take advantage of it. 

Questions for Guidance in the First Interview 
Explanation of First Interview 

These questions are offered merely as a guide to the Inter- 
viewer in making the boy's first chart, before he has had the 
advantage of a season of all-round activity programs: 

It should be remembered that the purposes of the first charting 
are threefold: 

1. To establish an intimate contact between the boy and the 
Interviewer 

2. To introduce the boy to the details and adjustments of the 
Program as a plan for his regular daily life and activity 



INTERVIEWING AND CHARTING 83 

3. To determine direction — that is, to help the boy as well 
as the Interviewer to discover the boy's personal weaknesses 
so far as an all-round development is concerned. 

There are certain elements in every interview that are unlike 
any other, so that judgment must constantly be exercised by the 
Interviewer. These questions are merely offered as a suggestive 
basis. The Interviewer will quickly develop from them, and 
with experience, a set quite his own. 

Approach to the Boy 

First point out the fact that symmetrical development up to a 
certain degree, mentally, physically, devotionally, and socially, 
is very much to be desired if the boy is to make a real success of 
his life. Point out that true religion is a religion of all life, 
affecting not only one's spiritual self, but one's body, mind, and 
all one's human relationships — that it is not only what one 
believes, but how one acts under all circumstances. "Faith 
without works is dead" and vice versa. Explain carefully that 
the Kingdom of God is on earth and that every boy is hastening 
or retarding the full incoming of the Kingdom by his daily life 
and conduct. 

Discuss the disadvantage of a boy's having just muscle and 
nothing else, or brains and nothing else, or of being a social fellow 
without brains or muscle. Likewise discuss frankly the dis- 
advantage of any boy's just being religious in form and ceremony 
without really having his religion permeate every action of his 
life. Jesus Christ had the most symmetrical life of all the men 
that have ever lived (Luke 2:52). God expects a man to gain 
all-round development as evidenced by the Great Command- 
ment, "Thou shalt love the Lord, thy God, with all thy heart 
(devotional); and with all thy strength (physical); and with all 
thy mind (intellectual) ; and thy neighbor as th3^self" (social). 

Probably one of the great purposes of Jesus' coming was to 
show men how to live — how to develop in an all-round fashion. 
You can then readily deduce from the above points that the 
biggest job any growing boy has is to learn how to live the Chris- 
tian life. Participation in this Program is to do just that thing 
for him. The chart is to be a picture of his life contrasted with 



84 LEADERS MANUAL— PIONEERS 

the Perfect Life, or the one hundred per cent Hfe of Jesus Christ. 
(Be very sure to allow the boy to aid you in arriving at a fair 
grade under each heading.) 

Suggested Questions 

School 

1. How old are you? 

2. What grade are you in at school? 

3. Have you made a grade a year? If not, why not? 

4. Have you taken part in school activities? 

5. What sort of a student are you as to scholarship? 

(If abnormal in school or a poor student, make concrete 
suggestions.) 

6. Why do we need an education? 

Health Education 

1. Can you name five laws of health? 

2. How nearly do you come to living up to them? 

3. Is it wrong for one to break the laws of health? 

4. Have you had any sex education at all? 

5. Ascertain how much and by whom given. 

(Many boys need help at this point. Be alive to personal 
problems and make concrete, sympathetic suggestions. 
Do not attempt to extract secrets.) 

Speaking and Home Reading 

Ascertain if the boy expresses himself easily by asking him 
about some well-known recent current event. Self-expression 
is tremendously desirable. Many boys need encouragement in 
this direction. 

1. How many books have you read these past three months? 

2. Name them. (Most boys need to be encouraged to read 
biography and travel. Watch out for the boy who reads by the 
dozen the cheap series of boys' stories— the dime novel in dis- 
guise. A boy should average at least twelve good books a year.) 

3. What magazines do you read? 



INTERVIEWING AND CHARTING 85 

4. What ones come into your home? (Look out for the boy 
who indulges in magazines away beyond his years, especially 
such as Argosy, Short Stories, etc. This is a bad mental indi- 
cation.) 

Nature Interests ' 

1. Do you like the out-of-doors? 

2. How many trees can you identify? (Should know 8) 

3. How many birds can you identify? (Should know 20) 

4. How many wild flowers do you know? (Should know 14) 

5. Determine if he appreciates the out-of-doors. 

Handicraft 

1. Do you like tools? 

2. What kind? 

3. What tools have you of your own? 

4. Have you had any manual training or arts and crafts 
work? 

5. Have you a shop of your own? 

6. What have you ever made with tools? 

Observations and Collections 

1. Make ten figures or letters on a paper and see if your boy 
can reproduce them after looking at them for two seconds. 

2. Show him a dozen articles in a pile and after two seconds 
let him name them. 

3. Have you ever made a collection of any kind? What? 
Tell about it. 

4. What value was there in the time and effort so spent? 

5. What is "eye-gate"? 

6. How much of what you know about people, places, and 
things come to you through your eyes? 

Educational Talks and Trips 

1. Give a brief account of the last educational talk you 
listened to. 

2. How many practical or educational talks have you heard 
in a year? 

3. What sort of factories have you been through? Name 
them. 



86 LEADERS MANUAL— PIONEERS 

4. Can you describe in detail one manufacturing process? 

5. What value is there to a boy in making educational trips? 

Health Habits 

1. How often do you bathe, cleanse your teeth, exercise, and 
play? 

2. What is the relation of health to success? 
When you are sick, what is commonly the matter? 

4. How do we catch tuberculosis or disease prevalent in 
your locality? 

5. How do we catch typhoid fever? 

6. What is the danger in public drinking-cups, towels, and 
toilets? 

7. Of what use is the City Health Department? Be specific. 

8. What has posture to do with health? 

9. What is a habit and how do you make one? 

10. Do you indulge in clean speech, clean sports, and clean 
habits? Give evidence. 

Campcraft 

1. Have you ever been camping or hiking? How much and 
where? 

2. Can you cook on a camp-fire? 

3. Have you built a bed or shelter of wildwood? 

4. What books on camping have you read? 

5. How recently? 

6. How many knots can you tie and explain the use of? 

7. Name five important things you must know how to do 
before you can be a good camper. 

Team Games 

1. What team games do you play? 

2. What do team games teach a boy? 

3. Have you ever been a captain of a team? 

4. What sort of a boy do you like as captain? 

5. What qualities must he have? 

6. Have you played in as many as ten different games the 
past year? 

7. If not, why? 



INTERVIEWING AND CHARTING 87 

8. If physically incapacitated, what takes the place of team 
games in your life? 

Group Games 

1. How many group or mass games do you know? 

2. Could you teach them to other boys? 

3. Why should a boy indulge in real recreation? 

4. Why do animals instinctively play? 

Aquatics 

1. Can you swim? How far? How many strokes? 

2. Have you ever taught any other boy to swim? When? 

3. What do you know about life-saving? 

4. Can you dive? 

5. Can you row a boat or paddle a canoe? 

6. Can you demonstrate artificial respiration? 

7. Which method? 

Athletics 

1. Are you athletic? 

2. What have you excelled in? 

3. Have you ever won a first, second, or third place in a 
track-meet? 

4. Do you attend a gymnasium or a playground regularly? 

5. In what way have you ever trained for athletic events? 

6. Do you believe in training? 

7. Why? 

8. What is your favorite sport and why? 

9. What is moderation in athletics? 

Physical Examination 

1. Have you ever had a real physical examination by a doctor? 

2. Have your eyes and ears been tested? 

3. Have your teeth been examined within a year? 

4. Have you had any sort of an operation? 

5. What is your physical weak spot? 

6. What are you doing to overcome it? 



88 LEADERS MANUAL— PIONEERS 

Public Worship 

1. Do you go to church? How regularly? 

2. Do you enjoy it? If not, why? Do you take part? 

3. Does it help you to be a better fellow? 

4. Do you go because you want to or have to? 

5. Do your parents attend church? 

6. Are you a member of a church? If not, why? 

7. Do you expect to become a member some time? 

(Aim to stimulate church relation and interest; also correct 
misunderstandings.) 

God in Nature and Art 

1. Do you care for beautiful things? 

2. What and why? 

3. What is there in nature that especially appeals to you? 

4. Do you like pictures? 

5. Can you name any of the great pictures? 

6. Do you like music? What kind? 

7. Can you name any of the great pieces of statuary and tell 
their significance? 

8. What do you know about the stars? 

Church School Loyalty 

1. Do you go to church school? How regularly? 

2. Do you believe it is worth while? 

3. Is your teacher a man or woman? Which do you prefer? 

4. Is your class organized? Self-governing? 

5. Do you have mid-week or occasional meetings? If not, 
why? 

6. Do you use graded lessons? 

7. Do you take part in lessons or not? 

8. Do you have any specific service activity? 

9. Do you have regular mission study? How much? 

10. Are you enthusiastic about it all? If not, why not? 

KNO^\XEDGE OF THE BiBLE 

1. Have you a Bible all your own? 

2. Can you find quickly any given verse? 

3. How did we get an English Bible? 



INTERVIEWING AND CHARTING 89 

4. Have you studied a life of Jesus? 

5. Have you studied a course on Bible Heroes? 

6. Which one do you most admire and why? 

Story of Christianity 

1. Has religion anything to do with the way we live, or just 
with what we believe? 

2. Do you think you live the Christian life? 

3. Can you think of any better way to live? 

4. Is the Bible a guide for us in matters of living? 

5. Are people naturally religious? 

6. What languages were the original books of the Bible 
written in? How did we get our English Bible? 

7. Can you locate some of the first Christian churches and 
name their outstanding leaders? 

8. Is America Christian? Why? 

My Church and I 

1 . What do you know of your church organization? 

2. How is it governed? 

3. How is it financed? 

4. Tell what you can of your church boards. 

5. Have you had any systematic instruction in what church 
membership involves? 

6. Do we need churches? Why? 

7. If we really need them, should thoughtful fellows support 
them? 

Personal Devotions 

1. Do you pray? Morning or evening, or both? 

2. Do you have grace said at meals? 

3. How often do you read your Bible? Be specific. 

4. Do you take part in any sort of family worship ? 

(If the boy has no personal devotional period each day, 
suggest the value of such a thing to him and enlist him 
in at least the Morning Watch, if a city boy, and in an 
evening Quiet Hour, if a country boy.) 



90 LEADERS MANUAL— PIONEERS 

Home Service 

1. Are your home relationships good? 

2. Father living? Are you good pals? 

3. Mother living? Are you good pals? 

4. What home responsibilities do you have? 

5. How do you score on promptness, obedience, courtesy, 
honesty, and unselfishness in the home? 

6. What are you doing to repay investment already made in 
you by parents and others? 

7. Is your home a democracy or an autocracy? 

8. Why? 

The Other Fellow 

1. What do you do for the other fellow? 

2. Do you give of your money or time? 

3. Are you selfish or generous? Prove your contention. 

Citizenship 

1. What does one have to do to become a citizen? 

2. What does "alien enemy" mean? 

3. What is our national emblem? 

4. What is our national anthem? 

5. Can you recite it? 

6. Name five national holidays. 

7. How many stripes in the flag? Why? 

8. How many stars? 

9. In what ways may respect be shown to the flag? 

10. Do you fly a flag at your home? 

11. Why is the United States considered a democracy? 

Thrift 

1. Do you earn money? 

2. What do you do with it? 

3. What part do you save? Spend foolishly? Give away? 

4. Have you a bank account? 

Observing Vocations 

1. Have you begun to think what you are going to be? 

2. What do you plan to be? 



INTERVIEWING AND CHARTING 91 

3. Is it better to make a life or a living? Why? 

4. Name two things that should be considered in choosing a 
life work. 

World Brotherhood 

1. Do you believe in the foreign missionary enterprise? 

2. Why? 

3. Can you name two great missionaries? 

4. Do you give to missions? 

5. What do you mean by calling America a "melting-pot"? 

6. What is Ellis Island? 

7. What is your attitude towards foreigners? 

8. Is the Negro worth educating? 

9. The Mexican? 

10. The Indian? 

11. Why? 

Training for Service 

1. Have your ever had any First Aid or Safety First instruc- 
tion? 

2. Is it fair to expect every man to render some sort of service? 

3. Could there be such a thing as modern society if there was 
no service? 

4. What sort of service do you render? 

5. Do you expect to train yourself so you can render some sort 
of service? 

6. What sort of service? 



CHAPTER X 
EFFICIENT LEADERSHIP 

The Leader of boys need not be long in doubt as to what such 
leadership, to be efficient, requires of him by way of investment. 
No one who considers giving himself to this effort should under- 
take the work without counting the cost. In times past, men 
have been invited to work with boys on the score of its being an 
easy task. He is unwise, indeed, who offers or accepts such a 
proposal now. 

What, then, are the requirements for efficient leadership? 
The essentials, at least, may be stated and considered briefly. 
They are: (i) Personal character; (2) a sympathetic relation- 
ship with boys; (3) a knowledge of boy life; (4) a knowledge of 
educational processes; (5) familiarity with the plan which is to 
be used to bring the character-building challenge to the boy. 

(i) Personal character. "Character is caught, not taught" is 
a statement which neatly summarizes what may be said on this 
subject. Back of every contact between Leader and boy will be 
the silent influence of the Leader's life. "What you are speaks so 
loudly that I cannot hear what you say," is the unspoken, and 
perhaps unconscious, conclusion which many a boy reaches re- 
garding the man who seeks to lead him. 

This does not imply that perfection is needed in such a Leader, 
however. The boy is fair in his judgment; he does not demand 
the impossible. What, then, are the elements which must enter 
into the character of this man who is privileged to lead boys? 

First, a life which squares with his teaching. He may not 
challenge the boy to honesty unless he, himself, is transparently 
honest. Purity of thought may not be taught successfully unless 
there is purity of life back of such teaching. In place of perfec- 
tion, the boy will accept honest endeavor. In short, the man 
who is content to be one with the boys, leading them, of course, 
but frankly sharing with them their own struggles toward the 



EFFICIENT LEADERSHIP 93 

best there is in life, has one of the fundamental elements for 
making good as a Leader. But failure awaits the man who is 
not what he pretends to be. 

In the second place, his reputation is next in importance to 
his real character. The assumption, "It does not make any 
difference what people think about me so long as I know that I 
am all right," is a foolish conclusion. It does make a difference — 
the difference, frequently, between failure and success. The wise 
Leader, therefore, will not only live his life aright, but will be 
careful to avoid any appearance of failing to live rightly. The 
fondling of younger boys, or too constant physical contact with 
them, is a source of great danger to the reputation of a Leader — 
and may be a source of danger to his character as well. 

(2) A sympathetic relationship with hoys. Perhaps the best 
foundation for this is a keen memory of one's own boyhood. 
The man who can remember his own boyhood struggles will be 
more likely to have full sympathy with other boys in their 
struggles. If he be a very wise Leader he will not try to relieve 
the boy from these struggles, but will have a friendly relationship 
to him as he meets the tests they bring him. 

This sympathy with boyhood calls for the "square deal." Re- 
gardless of its origin, that phrase has a place in working with 
boys. A boy can forgive a Leader who makes a mistake, but he 
finds it very hard to forgive one who is unfair. The Leader who, 
having made a mistake, frankly says so, even though that must 
be done in the presence of the entire group, indicates his desire 
to play fair. Unconsciously, frequently, the boy discounts the 
man who is not openly fair in his dealings. 

This sympathy likewise calls for a willingness to overlook a 
boy's mistakes, a patience with the boy in his shortcomings. A 
sense of interdependence, the boy and the man each leaning on 
the other, if understood in a subtle way and not openly made a 
subject for discussion, may go far toward establishing the right 
relationship. 

(3) A knowledge of boy life. What that knowledge shall con- 
sist of is amply made clear in other chapters of this manual 
(particularly the one on the boy from twelve to fourteen, page 
68). That the Leader needs such knowledge is clear. The Pro- 
gram proposed consists of approaches along physical, mental, 



94 LEADERS MANUAL— PIONEERS 

service, and devotional lines. To know the boy-development in 
each of these directions is essential to the carrying out of such a 
program. Abundant material is furnished in this book to meet 
ordinary needs. 

(4) A knowledge of educational processes. This is essentially a 
program of religious education. Hence the Leader needs to know 
the educational processes by which the boy may be led. One 
boy learns most quickly by hearing; another, by seeing; still 
another, by saying or re-stating what he has heard; and still an- 
other, by doing. The average boy learns more quickly and per- 
manently by other processes than by merely hearing. Yet, until 
we know that, we may repeat the common mistake of imparting 
knowledge by verbal statement. Undoubtedly, the great ab- 
stract truth or concrete fact which may be imparted in several 
ways is most likely to make an impression. 

How important this is may be seen at a glance. Here is a 
group of boys before a Leader; he wishes to bring some special 
fact to their attention, and seeks to impart this knowledge in a 
way that will cause them always to remember it. He states it; 
he visualizes it before them, by writing or by diagram or pic- 
ture or object; he causes them to tell him about it; and then, if 
possible, he makes it possible for them to work it out in practice. 
He has reached every boy by the process which is best used by 
that boy to secure knowledge ; he has likewise added to this one 
process, peculiar to each boy, each other of the three processes 
with their cumulative values. 

Merely stating a fact is the easiest of all methods for the 
Leader; it is the "lecture method" of the teacher who is too lazy 
or incompetent to do anything else. It has a limited place in 
adult groups, but a very small place in boy groups. Let the boy 
learn by doing just as largely as is possible under the circum- 
stances. 

(5) Familiarity with the plan to he used. In this case, the call 
is to the Leader to know this Program, to know its purpose — 
what is behind it, and what it seeks to secure in boy development. 
It is incumbent, too, that he shall know its content, and the 
processes by which that content is made available and attrac- 
tive to the boy. Full provision is made in other chapters of this 
manual for the instruction of the Leader in these matters. 



EFFICIENT LEADERSHIP 95 

Efficient leadership calls for time investment. The Leader can- 
not carry a group through this Program without putting some 
real time at the service of these boys. A minimum would doubt- 
less be a period of time once in two weeks, and even this should 
be supplemented by time for outings and trips. Usually a period 
once a week will be the normal investment; if the leader is a 
Bible school teacher, this period must be in addition to the 
Sunday hour. Dependableness in appointments and punctuality 
in opening and closing group meetings are valuable elements. 

Efficient leadership calls for ingenuity. To get into a rut is 
fatal. Freshness and the element of the unexpected are worth- 
while aids in maintaining interest. Illustrative material helps- 
to brighten any course of requirements or presentations. The 
Leader's own life and experience, and the daily life of the boys, 
frequently will furbish the best of this material. 

Preparation in advance is one of the qualities of the efficient 
Leader. To have a plan for weeks ahead, and work to it, is a 
useful lesson to learn. 

Efficient leadership looks toward its own effacement. He is a 
skilled physician who causes his patient to get well, so that the 
physician is no longer needed. He is a skilled Leader who 
throws responsibility in increasing measure ^upon the growing 
boy so that the Leader retires to the background — and is, even- 
tually, no longer necessary. It is evident that this boy must, 
sooner or later, shift for himself; the Leader is preparing him for 
this step. His preparation can come only by practice. 

The ability to give efficient leadership of the kind described in 
this chapter is not confined to the exceptional man. If it were, 
this Program could never succeed. It is possible for the average 
man to give such leadership. It is not so much dependent upon 
equipment as it is upon interest and willingness to make sacri- 
ficial investment in behalf of the boy. The man who says, "I 
could never meet all these tests" is, ordinarily, simply trying to 
excuse himself from making the effort. "He can who thinks 
he can," is a good motto for man as well as boy. 



CHAPTER XI 
FUNDAMENTAL RELATIONSHIPS 

Every Leader should take into consideration the other rela- 
tionships of the boys in his group — the relationships- outside of 
the group itself. In some ways the most serious of all mistakes 
is made by leaders of boy groups who fail to recognize the place 
in the boy's Hfe of his home, his church, his school (or his work) 
and, increasingly, the place of the institutions of organized society 
which have to do with his leisure time, such as the playground. 

Parents who are eager for the best for their boy, but who are 
confused by the increasing number of demands on the boy's 
time, will welcome the Leader who is wise enough to construe this 
Program as a coordinating agent, an effort to take the several 
elements in the life of a normal boy and correlate them to secure 
a balanced whole. With such an effort, thoughtful parents may 
well work in full sympathy. 

The Home. The place of the home in a boy's life is a widely 
variant factor. The range extends all the way from the homeless 
boy to the one whose home is in all respects adequate. It is a 
mistake to measure the functioning of the home entirely by the 
money standard. The home of poverty may function while the 
home of affluence fails. In the matter of his moral and spiritual 
growth, many a boy of a rich home is more needy than the 
poor boy. 

All of the elements in the home situation may not be clearly 
stated, even briefly, in a small space. Several suggestions are 
worth earnest consideration. 

1. The Leader should know the home conditions surrounding 
each boy. This will take time, but it will be time well invested. 
He cannot know his boy, and the best way to be of help to him 
until he knows his home. 

2. The Leader will aim to recognize and utilize every good 
influence which the home brings to the boy's life. He will ally 
himself with the home at every possible point where the best 



FUNDAMENTAL RELATIONSHIPS 97 

interest of the boy is to be considered and conserved. Con- 
versely, he will be keen to avoid conflict with the home in its 
constructive dealing with the boy. By way of illustration : The 
home may deem it best for the boy not to be away on the usual 
evenings of a school week; therefore, the Leader may find it 
best not to have a group meeting in the evening. 

3. The Leader will attempt to neutralize any influences of the 
home which are working to the boy's hurt. This will take tact 
and wisdom. It may be questioned whether the Leader is ever 
justified in taking open and flagrant opposition to the home, if 
the boy is to continue to live there. It is a serious matter for a 
Leader of a group of boys to interpose himself and his plans 
between the boy and his parents. Yet there may be times when 
he can exert a quiet influence for better things, that will success- 
fully offset a home influence that is costly to the boy's best good. 
Tactfulness here is a priceless possession. 

In brief, then, the Leader will recognize that the careful parent 
is ready to join with him in the working out of the boy's best 
development; to this end his group will be but an extension of 
the home, where this is possible. 

The Church. This Program is based on Christian Ideals. Its 
provisions are therefore in full sympathy with the plans of the 
Christian Church. Whether the group shall be within or without 
the organized local church, it is assumed that the Leader will 
seek to establish in every way a vital contact between each boy 
and his own church. 

1. The boy should be encouraged to be loyal to the church 
school. The provision made in the Program for this emphasis 
meets but a part of the Leader's privilege. That the Leader him- 
self is so lo3^al will count as a great influence. 

The Leader of a group of boys sometimes faces the question of 
the inadequacy of a given Sunday school. It is neither just to 
the boy nor to the church to withhold the boy from a normal 
church school connection because a local situation is not satis- 
factory. The Leader's best work may consist in helping to 
improve the conditions. 

2. The boy at this period should respond readily to the idea 
of church membership. It is normally the period for such re- 
sponse, especially if the boy has had consistent Christian training 



98 LEADERS MANUAL— PIONEERS 

The Leader should keep in the closest possible touch with parent 
and pastor to work out, with them, the best contribution which 
the group or club can bring to this decisive step in a boy's life — 
a step in which intelligent action on the boy's part should be a 
vital factor. 

3. There may be a Leader who has boys in his group who are 
identified with churches outside of the Christian faith, or boys 
whose church affiliations, although Christian, are not in sympathy 
with all the ideals and methods of this Program. Certain sug- 
gestions may help in a case like this: 

a. The distinctively Christian features of this Program are 
essential to its best success, and their removal will rob the Pro- 
gram of one of its strongest elements. It is not to be recom- 
mended, therefore, that the -good of the greater number of boys 
should be jeopardized because of the presence in the group of a 
few who are not in sympathy with these elements. To lower 
the standards of the Program would, therefore, be a mistake. 

b. There should be generous recognition given to boys who 
are sympathetic with the ideals of the Program, and who are 
willing to work toward achieving these ideals, but whose church 
relationship differs from that contemplated in the text of the 
Program. So far as it is possible to do so, the Leader should allow 
generously for substitutions. The objective of the Program is to 
build character on the basis of Christian ideals, rather than to 
get boys to conform to a selected creed. All who are willing, of 
themselves or by the action of their parents, to respond to this 
challenge should be welcomed as members of the local group, 
even if some adjustments are made which recognize differences 
in church practice — always preserving the ideals for which the 
Program stands. 

c. Should the entire group be outside of the area to which the 
Program is especially adapted, the Leader will need to face the 
question squarely as to whether he can remove from the Program 
content all that might be objectionable to his group and still 
give them a Program which is worth his time and their effort. 
If he can, it may be well to proceed; if he cannot, he may well 
question the wisdom of using the Program in part. Surely the 
appeal of all-round development should be acceptable to every 



FUNDAMENTAL RELATIONSHIPS 99 

boy, regardless of his church affiliations; if it is not acceptable, 
as a challenge, this is probably not the Program that should be 
used. 

The School. Assuredly this Program must function along with 
the school, or it will fail. To oppose the school would be fatal; 
to be indifferent to the school, scarcely less so. This is more than 
a Program for the leisure time of the boy; hence his school time 
and interests are taken fully into account. 

A boy who is entered in this Program should do better school 
work and be in better relationship to his whole school situation 
because of the stimulus which the Program gives. 

1. The content of the Program recognizes, in the tests, the 
whole phase of school life. This should be a point of contact 
between the Leader and the boy's school teacher. They should 
work together for the boy's best interest. 

2. The "public opinion" of the group should be favorable to 
school standing and right discipline. The Leader can help in 
many ways to form this opinion. To be a laggard at school or a 
trouble-maker should not find favor with the group. 

3. The Leader may also help to mold sentiment in favor of 
continuance at school. In some localities the tendency is to leave 
school at the earliest possible moment. This should be offset by 
the group attitude, which will respond quickly to leadership. 

Industry. The boy in this group is prevented by Federal 
statute from going to work before fourteen years of age. State 
and local laws vary in the control of this matter beyond the age 
of fourteen. The Leader has a distinct obligation to the boy who 
goes to work to insure careful selection of the position to be 
taken, looking toward the boy's interests in the future. There is 
also an obligation to see that the boy retains a continuation 
relationship to his school training. The challenge of this Pro- 
gram should be sufficient, under right leadership, to (i) keep a 
boy in school as long as possible and to (2) help the boy to con- 
tinue in his studies even after he leaves school. 

It is evident, from the above paragraphs, that the Leader has 
both an obligation and a privilege in connection with the boy's 
many relationships outside of the group taking the Program; in 
fact, the Program, if rightly interpreted, is a correlating agent in 
the boy's normal life. 



CHAPTER XII 
THE COUNTRY BOY 

The Hunger to Belong 

The hunger to "belong" is regarded as a fundamental instinct 
among boys between twelve and eighteen years of age. The 
boys themselves often satisfy this hunger to belong to something 
by organizing, entirely on their own account, gangs or clubs 
without the friendly guidance and leadership of adults. Just 
look around and you may find one of these gangs of boys in your 
own village. Perhaps it is an athletic club or social club with a 
hang-out in some vacant store, barn, or office. At this sort of 
club the fellows, when left to shift for themselves, sit about a 
stove and tell stories which burn into the lives of home-trained 
boys and leave ugly scars which the years do not erase. The 
most important equipment of such a club consists in a few packs 
of playing cards, usually very dirty and grown soft and fuzzy- 
edged with constant use. A pool table stands shabby and ragged 
in the center of the room, in the hands of its fourth or fifth but, 
at any rate, its final owners. There are thousands of these clubs 
in the villages and farm centers of America. They are evidence 
of the belonging spirit without control and without adult leader- 
ship. Such ^n uncontrolled club will drag the older boys of your 
community down faster than the ministers and the school 
teachers can build them up. If the gang hasn't its club room, 
probably you will find it night after night in the pool hall or 
country store. Although not so well organized, here is evidence 
of the belonging instinct. It is possible that in your community 
there has never been a club of boys, but if you are in any doubt 
about the boys having the hunger to belong to something, call a 
bunch of them together in your home and ask them if they want 
to join a club or group. Your ears will ring with the cries of 
"Yes, yes" from every throat. 

To control and to utilize this fundamental instinct of boys, 
numerous organizations have arisen in recent years-— some em- 



THE COUNTRY BOY loi 

phasizing an Interest in crops or livestock; some featuring camp- 
ing and woodcraft. Christian parents arid friends of boys, how- 
ever, are now thoroughly convinced that this fundamental be- 
longing instinct must be used in teaching Christian character to 
boys. Christian character in these days means so much that any 
adequate program or plan must include the fundamental phases 
of human life — the physical, the intellectual, the devotional, and 
altruistic service. It is to aid these pastors, business men, and 
farmers in rural communities of America, who want to satisfy 
this hunger to belong in the country communities and work 
toward the formation of Christian character, that the following 
suggestions are made regarding the use of this Program. 

How TO Satisfy This Hunger to Belong 

First: Some man who sees his opportunity of investment of 
personality becomes a group Leader. The group Leader assumes 
responsibility for a group of boys. He is present at each meeting, 
which is usually held once a week. He is the heart of the Pro- 
gram. He must have faith, love, courage, optimism, a sympa- 
thetic interest in boys, and a willingness to share his life with 
them. As a power-house is to the manufacturing plant, so is the 
Leader to a group of boys. 

Second: He calls to his home eight to twelve congenial boys. 
They should be all older boys or all younger boys. He then ex- 
plains the Program, and secures from each a pledge to follow all 
parts faithfully. 

Third: He arranges to meet each boy of the group alone, one 
by one, in his home for a personal interview according to the plan 
of charting the boy. (For suggestions, see page 72.) 

Fourth: The group is organized by the election of president, 
secretary, and treasurer, all of whom are elected by the boys 
themselves. The group adopts a simple constitution based on 
the Christian objective of the Program, which the boys them- 
selves have a part in the making. The Leader, in cooperation 
with the boy-ofhcers, selects a regular place of meeting, and a 
Bible discussion course, and secures a vote from the group re- 
garding the best night for the regular weekly meeting. It will be 
well to encourage the boys to express their choice freely. 



102 LEADERS MANUAL— PIONEERS 

Fifth: The Leader may tie the group to the church as an 
organized Sunday school class, or the united Sunday school 
classes of the community. 

Sixth: The Leader secures an advisory committee of the men 
in his community who will assist in securing speakers for the 
practical talks, in providing the necessary group equipment, in 
Bible discussion, and other phases of the Program. This should 
be a real committee, not merely one on paper. 

Seventh: He lays out a plan for each meeting in cooperation 
with the boy-ofhcers for at least one month, preferably three 
months. Suggestions may be found in this manual as to just 
how this whole program can be reduced to a workable plan for one 
evening each week. It will be found that special speakers must 
be secured to present different topics and tests of various sorts 
carried out. In fact, it will be necessary to pack each meeting of 
the group full of good things, in order to carry out the minimum 
program for the year. The Leader must put sufficient study upon 
the program to determine the best arrangement for conducting 
the various items in this rich and useful system of religious 
education. 

The Program does not make a rural Leader's work easier, but 
it makes it more systematic, more purposeful, and therefore more 
satisfactory. The man who works hit or miss will not succeed 
with it, but the man who wants to know boys, and is willing to 
give time to this work, will find himself from the first making 
headway. Even the man who is reluctant to assume the respon- 
sibility of group leadership will see that here is a plan for boys 
which is clear, scientific, and therefore entitled to respect. 

Rural Needs to Be Met 

What are the fundamental needs of rural and village boys of 
America? Quickly the answer would be, "The same as the 
needs of boys everywhere." This is, of course, true, but there are 
also certain needs which life in village and rural communities 
intensifies. These we will consider, under six objectives: 

First, Vital Religion 

The village and rural boy needs a vital religion related to his 
life. This Program connects vitally with the boy's everyday life 



THE COUNTRY BOY 103 

at home, at play, at school, and work, and is at the same time a 
Christian program. Jesus Christ is written right into it. The 
devotional and service tests are not optional; they are the soul 
and spirit of the program. It stands foursquare and is the sub- 
stantial sort of thing that appeals to country folk. Rural boys 
and young men don't want anything cheap or superficial. A 
program for a boys' club or group, which does not include the 
religious objectives as an integral part of it, is in danger of lead- 
ing the boys to suspect that religion is, after all, not an impor- 
tant part of everyday life. The devotional and service tests so 
emphasize loyalty to the church and church school that it would 
seem quite impossible to conduct this plan of work without 
definitely relating boys to their church and church school. 

This Program advocates the idea that religion must be ex- 
pressed in forms of unselfish service. Therefore every boy under- 
takes to serve his home, his school, his other fellows, and the 
community. 

Second, Cooperation and Team Play 

[ Village and rural boys need to learn the lesson of cooperation 
and team play. They are by nature individualists. This is, of 
course, due to isolation and infrequent opportunity for team 
work. The farmer of the past generation could live to himself. 
He didn't have to cooperate, and he didn't. The farmer of 
today and tomorrow not only cooperates in buying, in selling, 
and in credit, but he cooperates in community projects, and is 
demanding that his community shall have good roads and good 
schools. The next generation of farmers must be schooled in 
cooperation. The boys must play team and group games, not 
merely for enjoyment or for physical training, but as one of the 
very best means of learning cooperation. Village boys, too, need 
to know how to play the game. One of the very best means of 
breaking up the social stratification of village life is through 
recreation. A glance at this Program shows many parts which 
emphasize this cooperation. 

Third, Recreation 

The rural and village boys need recreation. At a recent con- 
ference of national leaders of rural life, speaker after speaker 



104 LEADERS MANUAL— PIONEERS 

arose, representing various organizations, and united in empha- 
sizing the need of recreation in rural life. Older boys cannot be 
driven from one monotonous task to another: Their natures 
demand an occasional "good time." Most farm boys have too 
little play. The idea often prevails in farm homes that play is 
a waste of time if there is any work that boys might be doing. 
When not satisfied, this craving for recreation drives boys to the 
cities and towns where there are movies, entertainments, and 
fun. Baseball, entertainments, socials, and all kinds of "good 
times" are a necessity to make country life attractive to boys 
and to help check the flow from the country to the city. 

Fourth, Self-Government 

Village and rural boys need training in self-government. The 
farmer has always safeguarded American liberties. The farmers' 
boys must receive definite training in the principles of self- 
government, by belonging to a group of boys where ideals of a 
democratic free state are practiced. Visit one of these groups in 
session and you will realize that you have come into a self- 
governing community, with its own election of officers and com- 
mittees, with its own laws and penalties, and with its own stand- 
ard of conduct. Business meetings with a boy president in the 
chair are conducted with the dignity of a town meeting. The 
adult Leader sits at the side and occasionally coaches and cor- 
rects, but the group belongs to the boys themselves. Discipline? 
Well, boys will take care of that, only the Leader must intervene 
once in a while and prevent the boys from fixing a death penalty 
for the failure of a committee to report on time. 

Fifth, Sanitary Living 

The village and rural boys need rational health education. 
People generally thought that every boy in the country was 
physically in the pink of condition until the results of* the draft 
boards were issued, and then it was found that the rural and 
town boys had many physical defects. The prevalence of dirty 
sex stories and the obscene pictures which are passed from hand 
to hand, are poisoning the wells of American life. Quickly a 
program of sex education must be promoted to save the moral 
and phy>^ical vigor of this splendid rural stock. Health knowledge 



THE COUNTRY BOY 105 

and health practice are an essential part of this Program. A 
Leader who sees this need can make a great fundamental con- 
tribution by following faithfully its suggestions. 

Sixth, Idealism in Farm Life 

Farm boys need a new appreciation of the opportunities and 
the usefulness of farming as a vocation. There was a time not 
long ago when the goal of the man who led and inspired country 
boys was to lead them out of the country into professional or 
business life in the cities. The country must continue to supply 
its quota of men for this world-wide leadership, but in the new 
appreciation of the importance of rural life has come the chal- 
lenge that many of the very best rural boys should dedicate 
their talents to agricultural careers in the name of better meth- 
ods, better business, and better life on the farms and in the 
villages. A very distinct aim of the leaders of rural boys has 
come to be the development of a generation of boys of noble 
spirit and unselfish ambition, many of whom will seek the ful- 
filment of their desires in the country. 

To recognize and use the mighty energy of rural boyhood of 
America is the first step in attaining the foregoing objectives. 

Rural Boy Power and Its Use 

Country boys are resourceful. What country boy hasn't made 
a bob-sled; hasn't broken a colt to harness; hasn't mended har- 
nesses and wagons; hasn't tried his wits against a bull or a hard- 
bitted horse? Here is the power of resourcefulness and initiative 
that the world needs and must have. This mighty power every 
worker among country boys can direct into the upbuilding of 
Christian life for the community. 

Country boys are industrious. Perhaps the village boy has time 
on his hands, but the farm boy has a daily round of chores which 
he learns to perform patiently and thoroughly. There are the 
cows to milk ; there is the firewood which must be taken in ; the 
young stock must be fed. Country life is a school in industry. 
This Program, which calls for hard work in character achieve- 
ment, will find a response among country boys who know what 
hard work is. 



io6 LEADERS MANUAL— PIONEERS 

Country boys are dependable. To forget to feed the poultry, to 
fail to milk his cows, are serious home offenses which a boy does 
not commit more than once. Such a life is also a school in de- 
pendability. Nothing is more important in the building of a 
program for character than this trait, and the rural worker among 
boys has only to harness this wonderful power to get the most 
valuable results. 

Digging Golden Ore 

The rural community today is a mine of leadership. A hasty 
glance at the birth records of ministers and Christian leaders of 
this generation shows that a large number were brought up in 
the open country. Without denying the importance and value 
of city life for young men and boys, we are face to face with the 
substantial fact that the leaders of Christian thought have in 
many instances seen their vision of an opportunity of life service 
while behind the plow or in the daily routine of farm duty. The 
same type of fellows is right now in these communities. Who 
is willing to invest himself in the mining operations to bring to 
the surface these choice leaders of a future Christian democracy? 
This Program could be. compared to the tools with which to con- 
duct this mining operation. We know where the ore is; we 
know what sort of machinery will produce the ore. Now this is 
the only question which arises: "Are there enough community 
engineers who will dig out and refine the ore?" This kind of a 
task awaits the country school teacher, the minister, the farmer, 
the business man who will make any necessary sacrifice for the 
lives of the boys and young fellows of his community. 

The Program and the County Work Plan 

The following suggestions are made regarding the use of this 
Program in counties which are already organized for Y. M. C. A. 
work: 

I. Because the Program is based on the same fundamental 
principles as County Work, no radical changes of policy need be 
considered by any county in adopting it. It is essentially an en- 
richment of the same sort of program which has been used in 
County Work practice. Wherever there is an organized group of 



THE COUNTRY BOY 107 

younger or older boys in the County Work field, there is a founda- 
tion upon which to build the Program. 

2. It is of great importance for every county secretary, 
county committeeman, local committeeman, and local leader, 
to master the content of the Leaders' Manual and the Boys' 
Handbook. It is unfair to draw the deduction that this is too com- 
plicated for use in County Work fields until this study is made. 
The more study that is put on this Program, the simpler and 
more easy of operation it appears. 

3. The Program should be used as a whole. Trying a piece of 
it here and there is not a fair test of the Program. The mini- 
mum standard under each test and the simplified charting should 
bring it within the ability of County Work leaders. Changes or 
modifications in the Program should not be undertaken by the 
individual leader without consultation with the county secre- 
tary, and an evident need for such changes. It is understood 
that this Program in the process of time will be revised, so that 
any criticisms or suggestions regarding its working value should 
be noted. 

4. The practical talks have a very great educational content 
and, if they are provided substantially as suggested, give any 
boy a supplementary educational training, which will be of prac- 
tical value to him. This systematic series of talks working to- 
ward a definite goal will be regarded with special favor by sec- 
retaries and leaders. 

5. In this plan of charting we have organized a personal inter- 
view between the Leader and bis boys, which will be welcomed 
immediately by many County Work group leaders. "How can 
I personally know and help my boys?" is a question which every 
conscientious County Work leader with boys has asked many 
times. Depending upon accidents or special circumstances to 
provide an opportunity for personal talks, the Leader rarely gets 
to know all of his boys and their needs and problems. When it is 
understood by the group that each fellow is to be charted, it 
becomes natural for the Leader to meet his boys. Any doubting 
secretary of Leader should chart a boy and be convinced. 

Those desiring to bring the plan of the Association into their 
own community should do as follows: 



io8 LEADERS MANUAL— PIONEERS 

1. Get in touch with your own state Y. M. C. A. If you 
cannot find its address, write to the International Committee of 
the Young Men's Christian Associations, County Work Depart- 
ment, 347 Madison Avenue, New York City, and the address will 
be forwarded to you. 

2. Do not try to organize your county for your own commu- 
nity for the Y. M. C. A. work. You should be guided in this by 
your state secretary, who will give you personal help in organi- 
zation and supervision. 



CHAPTER XIII 

TRACK AND FIELD ATHLETICS 

Section i. Basis of Grading for Athletic Events 

Section 2. Rules for Conduct of Athletic Events 

Section 3. Scoring Tables 

Section 4. Suggestions for Boys' Athletic Meet 

Section 5. Athletic Records 



SECTION I 
Basis of Grading for Athletic Events 

The weight classification has been chosen for the athletic 
events of this program because it is the most simple, conforms to 
existing efhciency tests, and is most practical for the Leader. 
The following is the weight classification: 

Class I. 60 to 80 lbs. inclusive 80 lb. class. 

Class II. 81 to 95 lbs. inclusive 95 lb. class. 
Class III. 96 to no lbs. inclusive no lb. class. 
Class IV. Ill to 125 lbs. inclusive 125 lb. class. 
Class V. 18 years and under 

Weight unlimited unlimited class. 

In rare instances there are boys who are handicapped by a 
straight weight classification. For instance, a boy twelve years 
old weighing 120 lbs. would be outclassed in the 125 lb. class. 
There are a few boys who are given an undue advantage. A 
boy seventeen years old weighing 100 lbs. would outclass any 
boy of fourteen or fifteen in the no lb. class. In competition 
with other groups, the straight weight classification should be 
followed, but in competition within the group the Leader, with 
the consent of the group, could make exceptions of these boys 
and grade them according to the following averages and clas- 
sifications: 



no LEADERS MANUAL— PIONEERS 

A summary of study of the average weight of 67,987 boys in 
the United States gives the following results for the varying ages: 

12 years — 69.8 lbs. 15 years — 91.4 lbs. 

13 years — 75.2 lbs. 16 years — 11 1.9 lbs. 

14 years — 82.3 lbs. 

These averages, applied, result in the following age and weight 
classification which may be used : 

Class L Boys 12 years, irrespective of weight. 
Boys 13 years, under 81 lbs. 

Class IL Boys 13 years, 81 lbs. and over. 

Boys 14 and 15 years, under 96 lbs. 

Class IIL Boys 14 and 15 years, 96 lbs. and over. 
Boys 16 and 17 years, under in lbs. 

Class IV. Boys 16 and 17 years, in lbs. and over. 

Class V. Boys 18 years, irrespective of weight. 

Athletic Events Summary 

Class I Class II 

60 to 80 lbs. inclusive 81 to 95 lbs. inclusive 

80 lb. Class 95 lb. Class 

I. One Lap Potato Race i. One Lap Potato Race 

* 2. Three Lap Potato Race * 2. Four Lap Potato Race 
3. 50 Yard Dash 3. 75 Yard Dash 

* 4. 75 Yard Dash * 4. 100 Yard Dash 

5. Standing Broad Jump 5. Standing Broad Jump 

* 6. Pull Up — Four Times * 6. Pull Up — Five Times 

* 7. Running High Jump * 7. Running High Jump 
8. Running Broad Jump 8. Running Broad Jump 

* 9. One Day Hike * 9. One Day Hike ' 

Eight Miles Ten Milesj 

*io. Century Hike *io. Century Hike 

100 Miles in a Year 100 Miles in a Year 

1 1 . Baseball Throw 1 1 . Baseball Throw 

Each event counts a maximum of 20 points 
Total, 10 events, 200 points 

The six starred events are required. Participants may pick 
four of the remaining five to make ten events. 



TRACK AND FIELD ATHLETICS 



III 



Class III 

96 to no lbs. inclusive 

no lb. Class 

I. Two Lap Potato Race 

* 2. Five Lap Potato Race 
3. 75 Yard Dash 

* 4. 100 Yard Dash 

5. Standing Broad Jump 

* 6. Pull Up — Six Times 

* 7. Running High Jump 
8. Running Broad Jump 

* 9. One Day Hike 

Twelve Miles 
Century Hike 

100 Miles in 6 Mos. 
Baseball Throw for 

Distance 
Shot Put 



*io. 



II. 



12. 



Class IV 

III to 125 lbs. inclusive 

125 lb. Class 

Two Lap Potato Race 
Six Lap Potato Race 
100 Yard Dash] s 
220 Yard Dash 1^ 
Standing Broad Jump 
Pull Up — Seven Times 
Running High Jump 
Running Broad Jump 

* 9. One Day Hike 

Fourteen Miles 

*io. Century Hike 

100 Miles in 6 Mos. 

1 1 . Baseball Throw for 

Distance 

12. Shot Put 



Class V 

Weight unlimited 

18 years and under 

Unlimited Class 

I. Three Lap Potato Race 

* 2. Eight Lap Potato Race 
3. 100 Yard Dash 

* 4. 220 Yard Dash 

5. Standing Broad Jump 

* 6. Pull Up— Eight Times 

* 7. Running High Jump 
8. Running Broad Jump 

* 9. One Day Hike 

Eighteen Miles 
*io. Century Hike 

100 Miles in 6 Mos. 

11. Baseball Throw for Distance 

12. Shot Put 

Each event counts a maximum of 20 points 
Total, 10 events, 200 points 



The six starred events are required, 
four of the remaining six to make ten. 



Participants may pick 



112 LEADERS MANUAL— PIONEERS 

SECTION 2 
Rules for Conduct of Athletic Events 

Potato Race 

I. This race is run around boxes four inches deep, placed upon 
stands two feet high, whose base shall not measure more than 12 
inches square. They shall be placed upon the floor 31 feet apart 
at their outside edges. The boxes shall not be loaded or fastened 
in any way to the floor. The base of the box is placed in the 
center of a sixteen-inch square (outside measurement), marked 
on the floor. When competition is within the group, a chair with 
tin pail makes a very good box and stand; in inter-group compe- 
tition standard boxes should be used. The runner shall start 
with one potato in his hand on a line with the outside edge of the 
box in which are placed the other potatoes. He shall circle out- 
side the boxes, transferring one potato each for each lap into the 
other box and finish across the starting line. If a runner knocks 
over a box or moves a box so that any part of the base projects 
beyond the square marked on the floor, he shall be disqualified, 
but he may be given one other trial by the judges. No rubber 
or mats of any similar material shall be placed on the floor, but 
the use of resin will be allowed. 





Sprint — Start 



Sprint — Finish 



TRACK AND FIELD ATHLETICS 113 

Sprints 

2. The Distance should be accurately measured with a cotton 
or steel measuring tape. If there are only one or two stop- 
watches, each boy should run alone. It will help the boy who is 
being tested if one or more boys run with him as "pace makers." 

The Start is of great importance. The "crouching position" is 
the most popular. The front foot is placed about six inches 
behind the line; the rear foot is placed so that when kneeling 
the knee is opposite the instep of the front foot. Small holes are 
made in which the feet are placed. When the starter says, "Get 
on the mark," the boy kneels on the knee of his rear leg and places 
his hands on the line. At the command, "Get set," this knee is 
raised slightly and the body is pushed forward a little, the boy 
being on the alert for the report of the pistol or the word, "Go." 
A pistol with blank cartridges or a toy pistol is much better than 
saying "Go" as it makes it easier for the timers as well as for the 
boy. 

The Timers are those who take the time of the runners. Stop- 
watches should be used, as it is impossible to time accurately 
with ordinary watches. The watches should be accurate and 
tested by a jeweler so that they are regulated alike. The timers 
stand at the finish line and start their watches when they hear 
the pistol or the word, "Go," and stop them when the boy whom 
they are timing crosses the finish line. It is an aid to both run- 
ners and timers to stretch a piece of yarn across the finish line 
just where the boys will be able to break it with their chests. 
Two watches should be used for a boy running alone or for the 
first boy when more than one is running. If there is a difference 
between the time of the two watches the slower time is recorded. 
Each boy will be allowed to run but once, unless the person in 
charge allows a second trial on account of the boy's tripping or 
falling or for some unavoidable cause. Considerable experience 
is necessary to time accurately. 

Standing Broad Jump 

3. A piece of wood eight inches wide is sunk level with the 
ground. This is called the "take-off." A line may be made on the 
ground where a board is not used. The boy stands on the board 
so that his toes are just even with the edge. With clenched fist 
he swings his arms forward and backward and jumps so that he 
lands on both feet. If he steps over the edge of the board it is a 
foul and counts as one trial. The jump is measured by placing 



114 



LEADERS MANUAL— PIONEERS 



the free end of the tape at the edge of the board and measuring 
to the nearest mark on the ground made by any part of the boy. 
If a boy falls or steps backward, the distance measured is not 
where his feet landed, but where he made a mark when he fell or 
slipped back. Care should be taken to have the tape at right 
angles to the board. Each boy shall have three trials and the 
best shall be the one recorded. 



Running High Jump 

4. For this event two- uprights, two pins, and a cross-stick or 
bar are required. The uprights may be made of two- by-three- 
inch sticks, six feet in length. Beginning two feet above the 
ground, holes are bored one inch apart. 
The uprights should be placed on the 
ground nine to twelve feet apart. The 
cross-stick or bar should be one inch 
' square and ten to fourteen feet in length. 
A rope cannot be used instead of the cross- 
stick. A bamboo fishing-rod is often 
used for the cross-stick. This bar rests 
on five-inch pins or wire nails, which 
project not more than three inches from 
the uprights. The ground is dug up and 
leveled off where the boys will land. 

,The bar is placed at the lower limit of 
the weight class and is raised one inch at 
a time. Each boy is allowed three jumps 
at each successive height, and takes his jump in turn. Those 
who fail on their first trial take their second trial in turn and 
those who fail on their second trial take their third in their proper 
order. When a boy fails on this third trial at any height, he is 
declared out of the test and is given credit for the last height 
which he cleared. Knocking down the bar is counted as a trial. 
Running under the bar is a "balk." Three balks are counted 
as one trial. The boy may run any distance and from any 
direction before making his jump. 

The height of each jump is measured by holding the free end of 
the tape so that it just touches the ground directly beneath the 
center of the bar and reading the height on the upper side of the 




Running High Jump 



TRACK AND FIELD ATHLETICS 115 

bar or stick. Care should be taken to see that the ground is per- 
fectly level and that the tape is held vertical. 

Running Broad Jump 

5. For this event it is very important to have the take-off 
board sunk level with the ground, so that it is very firm. The 
boy may run any distance, starting slowly and gradually in- 
creasing his speed, and judging his distance so that he will jump 
from the take-off laoard with one foot and land on the ground on 
both feet. If the boy's foot goes beyond the edge of the take-off 
board, it is a foul and counts as one trial. Each boy has three trials 
and the best jump is recorded. 

The ground should be dug up and leveled off so that the boys 
will not injure themselves when landing. The ground should be 
smoothed over after each jump. The measurement is made in 
the same way as for the Standing Broad Jump. 

Putting the Shot 

6. The shot is a metal ball, a stone, or a bag filled with shot 
weighing exactly eight pounds. It can be made by melting some 
old lead in a cup and trimming it so that it is as round as possible. 
It is "put" with one hand and in doing so, the shot must be above 
and not behind the shoulders. It must not be a throw. A 
"put" is made from a circle seven feet in diameter. The circle 
is marked on the ground and is divided into halves by a line 
drawn through the center. In the middle of the circumference 
on the front half is placed a curved stop-board, four feet long, 
four inches high, and fixed in place by means of pins fastening 
it to the ground. In making a "put," the feet of a boy may rest 
against but not on top of this board. 

A fair "put" is one in which no part of the boy touches the top 
of the stop-board, the circle, or the ground outside of the circle 
and the boy leaves the circle by its rear half, which is the half 
directly opposite the stop-board. A "put" shall be a foul if 
any part of the boy touches the ground outside the front half 
of the circle before the "put" is measured. The measurement is 
made from the inner edge of the stop-board to the nearest mark 
on the ground made by the shot. Each boy is allowed three 
trials in turn and the best "put" is recorded. 



ii6 LEADERS MANUAL— PIONEERS 

Throwing for Distance 

7. This event may be conducted on the road or in a field. The 
starting Hne is made on the ground. Another line is made fifteen 
feet back of the starting line. In making his throw, the boy 
starts at the back line and runs to the starting line. If he goes 
over the starting line, it is a foul and counts as a trial. 

Each boy is allowed three trials in turn, and the best throw is 
recorded. Only the regulation baseball that weighs five ounces 
and is nine inches in circumference is used for the test. The 
measure is taken from the starting line to the nearest mark on 
the ground. 



TRACK AND FIELD ATHLETICS 

SECTION 3 
Scoring Tables 

Class I. 60-80 Lb. Class 



117 



Pts. 


One Lap 
Potato Race 


Three Lap 
Potato Race 


50 Yard 
Dash 


75 Yard 
Dash 


Pts. 


20 


sec. fifths 

4-3 


sec. fifths 
16.3 


sec. fifths 
6.3 


sec. fifths 
10.2 


20 


19 


4.4 


16.4 


6.4 


10.3 


19 


18 


5-0 


17.0 


7.0 


10.4 


18 


17 


5-1 


I7.I 


7-1 


II.O 


17 


16 


5-2 


17.2 


7.2 


II. I 


16 


15 


5-3 


17.3 


7.3 


II. 2 


15 


14 


54 


17.4 


74 


II-3 


14 


13 


■ 6.0 


18.0 


8.0 


II.4 


13 


12 


6.1 


18.I 


8.1 


12.0 


12 


II 


6.2 


18.2 


8.2 


12. 1 


II 


10 


6.3 


18.3 


8.3 


12.2 


10 


9 


6.4 


18.4 


8.4 


12.3 


9 


8 


7.0 


19.0 


9.0 


12.4 


8 


7 


7.1 


I9.I 


9.1 


13.0 


7 


6 


7.2 


19.2 


9.2 


I3-I 


6 


5 


7-3 


19.3 


9-3 


13.2 


5 


4 


7-4 


19.4 


94 


13.3 


4 


3 


8.0 


20.0 


lO.O 


134 


3 


2 


8.1 


20.1 


lO.I 


14.0 


2 


I 


8.2 


20.2 


10.2 


14.1 


I 





8.3 


20.3 


10.3 


14.2 






ii8 



LEADERS MANUAL— PIONEERS 
Scoring Tables 

Class L 60-80 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Pts. 


20 


ft. in. 

7-1 


ft. in. 

4-iK 


ft. in. 
14.2 


ft. 
130 


20 


19 


6.11^ 


4-oK 


13-9 


I27K 


19 


18 


6.10K 


3.11 


134 


125 


18 


17 


6.9X 


3-9>< 


12. II 


I22K 


17 


16 


6.8 


3-8K 


12.6 


120 


16 


15 


6.6^ 


3-7>^ 


12. 1 


ii7>^ 


15 


14 


6.5K 


3.6 


11.8 


115 


14 


13 


6.4X 


• 34K 


II-3 


112K 


13 


12 


6.3 


3-3K 


10.10 


no 


12 


II 


6.1^ 


3-2>< 


10.5 


I07>^ 


II 


10 


6.0^ 


3-1 


lO.O 


105 


10 


9 


5-iiK 


2.11K 


9-7 


102K 


9 


8 


5.10 


2.10K 


9.2 


100 


8 


1 


5-8>< 


2.9X 


8.9 


973^ 


7 


6 


5-7^ 


2.8 


8.4 


95 


6 


5 


5-6>< 


2.6^ 


7.11 


92>^ 


5 


4 


5-5 


2.5>^ 


7.6 


90 


4 


3 


5.3K 


2.4X 


7-1 


^rA 


3 


2 


5.2K 


2.3 


6.8 


85 


2 


I 


5-iX 


2.1K 


6.3 


82>^ 


I 





5-0 


2.0>^ 


5.10 


80 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class II. 95 Lb. Class 



119 



Pts. 


One Lap 
Potato Race 


Four Lap 
Potato Race 


75 Yard 
Dash 


100 Yard 
Dash 


Pts. 


20 


sec. ■fifths 
4.0 


sec. fifths 
22.0 


sec. fifths 

94 


sec. fifths 
12. 1 


20 


19 


4.1 


22.1 


lO.O 


12.2 


19 


18 


4-2 


22.2 


10. 1 


12.3 


18 


17 


4.3 


22.3 


10.2 


12.4 


17 


16 


4.4 


22.4 


10.3 


13.0 


16 


15 


5-0 


23.0 


10.4 


I3-I 


15 


14 


5-1 


23.1 


II.O 


13.2 


14 


13 


5-2 


23.2 


II. I 


13-3 


13 


12 


5-3 


23-3 


II. 2 


134 


12 


II 


5-4 


234 


II-3 


14.0 


II 


10 


6.0 


24.0 


II.4 


14.1 


10 


9 


6.1 


24.1 


12.0 


14.2 


9 


8 


6.2 


24.2 


12. 1 


14-3 


8 


7 


6.3 


24-3 


12.2 


14.4 


7 


6 


6.4 


24.4 


12.3 


15.0 


6 


5 


7.0 


25.0 


12.4 


I5-I 


5 


4 


7.1 


25-1 


13.0 


15.2 


4 


3 


7.2 


25.2 


I3-I 


15-3 


3 


2 


7.3 


25-3 


13.2 


154 


2 


I 


74 


254 


13-3 


16.0 


I 





8.0 


26.0 


• -134 


16.1 






120 LEADERS MANUAL— PIONEERS 

Scoring Tables 
Class IL 95 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Pts. 


20 


ft. in. 


ft. in. 
4.5K 


ft. in. 
15.2 


ft. 
154 


20 


19 


7-^'A 


4.4^ 


14.9 


I51K 


19 


18 


■ 7.5 


4-3 


14.4 


149 


18 


17 


7-3^ 


4-1^ 


I3.II 


i46>^ 


17 


16 


1-2% 


4-0>^ 


13.6 


144 


16 


15 


7-iA 


3.11^ 


I3-I 


141K 


15 


14 


7.0 


3.10 


12.8 


139 


14 


13 


6.10^ 


2>.m 


12.3 


1363^ 


13 


12 


6.9J^ 


z-VA 


II. 10 


134 


12 


II 


6.8X 


3-6K 


II-5 


I3i>^ 


II 


10 


6.7 


3.5 


II.O 


129 


10 


9 


6.5K 


3-3^ 


10.7 


■ 126K 


9 


8 


6.4K 


3-2>^ 


10.2 


124 


'j 


7 


6.3>i 


3.1X 


9-9 


I2I>2^ 


A 


6 


6.2 


3-0 


9-4 


119 


6 


5 


6.0^ 


2.10^ 


8. II 


II6K 


5 


4 


5-11^ 


2.9>^ 


8.6 


114 


4 


3 


5-10^ 


2.8X 


8.1 


III^ 


2 


2 


5-9 


2.7 


7.8 


109 


3 


I 


5.7^ 


2.5^ 


7-3 


I06K 


I 





5-6^ 


2.4^ 


6.10 


104' 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class III. no Lb. Class 



121 



Pts. 


Two Lap 
Potato Race 


Five Lap 
Potato Race 


75 Yard 
Dash 


100 Yard 
Dash 


Pts. 


20 


sec. fifths 

9-3 


sec. fifths 
27.0 


sec. fifths 

9-3 


sec. fifths 
1.2.0 


20 


19 


9.4 




9-4 


12. 1 


19 


18 


lO.O 


28.0 


10. 


12.2 


18 


17 


lO.I 




lO.I 


12.3 


17 


16 


10.2 


29.0 


10.2 


12.4 


16 


15 


10.3 




10.3 


13.0 


15 


14 


10.4 


30.0 


10.4 


I3-I 


14 


13 


II.O 




II.O 


13.2 


13 


12 


II. I 


31.0 


II. I 


13-3 


12 


II 


II. 2 




II. 2 


134 


II 


10 


II-3 


32.0 


II.3 


14.0 


10 


9 


II.4 




II.4 


14.1 


9 


8 


12.0 


33-0 


12.0 


14.2 


8 


7 


12. 1 




12. 1 


14.3 


7 


6 


12.2 


34-0 


12.2 


14.4 


6 


5 


12.3 




12.3 


15.0 


5 


4 


12.4 


35-0 


12.4 


I5-I 


4 


3 


13.0 




13.0 


15.2 


3 


2 


I3-I 


36.0 


I3.I 


15-3 


2 


I 


13.2 




13.2 


15.4 


I 





13-3 


37.0 


13-3 


16.0 






122 LEADERS MANUAL— PIONEERS 

Scoring Tables 
Class IIL iioLb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.0 


ft. in. 

4.7>^ 


ft. in. 
16.2 


ft. 

178 


ft. 

34 


20 


19 


7.I0K 


^.^% 


15-9 


i75>^ 


33 


19 


18 


7.9K 


4-5 


154 


173 


32 


18 


17 


7.8>< 


4.3M 


14.11 


170K 


31 


17 


16 


1-1 


4.2K 


14.6 


168 


30 


16 


15 


I-^Va 


4.1X 


14.1 


i65>^ 


29 


15 


14 


lA'A 


4.0 


15 ^"^ 


163 


28 


14 


13 


i-zV, 


3.10^ 


13-3 


160K 


27 


13 


12 


7.2 


3-9>^ 


12.10 


158 


26 


12 


II 


I-oVa 


3.8>i 


12.5 


I55>^ 


25 


II 


10 


6.11K 


3-7 


12.0 


153 


24 


10 


9 


6.10K 


3.5^ 


11.7 


I50>^ 


23 


9 


8 


6.9 


34J^ 


II. 2 


148 


22 


8 


7 


6.7M 


3-3^ 


10.9 


I45>^ 


21 


7 


6 


6.6K 


3-2 


10.4 


143 


20 


6 


5 


6.5>< 


3-0^ 


9.11 


i4o>^ 


19 


•5 


4 


6.4 


2.II>^ 


9.6 


138 


18 


4 


3 


6.2^ 


2.10K 


9.1 


I35>^ 


17 


3 


2 


6.1K 


2.9 


8.8 


133 


16 


2 


I 


6.0K 


2.7^ 


8.3 


i30>^ 


15 


I 





5.11 


2.61^ 


7.10 


128 


14 






TRACK AND FIELD ATHLETICS 

Scoring Tables 

Class IV. 125 Lb. Class 



123 



Pts. 


Two Lap 
Potato Race 


Six Lap 
Potato Race 


100 Yard 
Dash 


220 Yard 
Dash 


Pts. 


20 


sec fifths 
9.2 


sec. 

33 


sec. fifths 
II. 2 


sec. fifths 
28.0 


20 


19 


9-3 




II-3 


28.2 


19 


18 


94 


34 


114 


28.4 


18 


17 


lO.O 




12.0 


29.1 


17 


16 


lO.I 


35 


12. 1 


29.3 


16 


15 


10.2 




12.2 


30.0 


15 


14 


10.3 


36 


12.3 


30.2 


14 


13 


104 




12.4 


304 


13 


12 


II.O 


37 


13.0 


31. 1 


12 


II 


II. I 




I3-I 


31-3 


II 


10 


II. 2 


38 


13.2 


32.0 


10 


9 


II-3 




13-3 


32.2 


9 


8 


11.4 


39 


134 


324 


8 


7 


12.0 




14.0 


33-1 


7 


6 


12. 1 


40 


14.1 


33-3 


6 


5 


12.2 




14.2 


34-0 


5 


4 


12.3 


41 


14-3 


34-2 


4 


3 


124 




144 


344 


3 


2 


13.0 


42 


15.0 


35-1 


2 


I 


13.1 




I5-I 


35-3 


I 





13.2 


43 


15.2 


36.0 






124 



LEADERS MANUAL— PIONEERS 

Scoring Tables 
Class IV. 125 Lb. Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.7 


ft. in. 
4-9>^ 


ft. in. 
17.2 


ft. 
230 


ft. 
37.0 


20 


19 


8.5K 


4-8^ 


16.9 


226 


35-9 


19 


18 


8.4K 


4-7 


16.4 


222 


34-6 


18 


17 


8.3X 


4-5M 


I5.II 


218 


33.3 


17 


16 


8.2 


4.4K 


15-6 


214 


32.0 


16 


15 


8.0^ 


4.3>< 


I5-I 


210 


30.9 


15 


14 


7.ii>^ 


4-2 


14.8 


206 


29.6 


14 


13 


7-ioX 


4.0M 


14-3 


202 


28.3 


13 


12 


7.9 


3.ii>^ 


13.10 


198 


27.0 


12 


II 


7-7^ 


3-ioK 


13-5 


194 


25-9 


II 


10 


7-6K 


3-9 


13.0 


190 


24.6 


10 


9 


7-5>^ 


3-7^ 


12.7 


186 


23-3 


9 


8 


74 


3.6K 


12.2 


182 


22.0 


8 


7 


7.2K 


3.5K 


11.9 


178 


20.9 


7 


6 


7.i>2 


34 


11.4 


174 


19.6 


6 


5 


7.0^ 


3-2K 


10. 1 1 


170 


18.3 


5 


4 


6.11 


3-1^ 


10.6 


166 


17.0 


4 


3 


6.934 


3-oX 


lO.I 


162 


15.9 


3 


2 


6.8K 


2. II 


9.8 


158 


14.6 


2 


I 


6.7X 


2.9K' 


9-3 


154 


13-3 


I 





6.6 


2.8>^ 


8.10 


150 


12,0 






TRACK AND FIELD ATHLETICS 
Scoring Tables 

Class V. Unlimited Weight Class 



125 



Pts. 


Three Lap 
Potato Race 


Six Lap 
Potato Race 


100 Yard 
Dash 


220 Yard 
Dash 


Pts. 


20 


sec. fifths 
15.0 


sec. fifths 
32.3 


sec. fifths 
10.4 


sec. fifths 
26.0 


20 


19 


I5.I 




II.O 


26.2 


19 


18 


15.2 


33-3 


II. I 


26.4 


18 


17 


15-3 




II. 2 


27.1 


17 


16 


154 


34-3 


II-3 


27.3 


16 


15 


16.0 




II.4 


28.0 


15 


14 


16.1 


35-3 


12.0 


28.2 


14 


13 


16.2 




12. 1 


28.4 


13 


12 


16.3 


36.3 


12.2 


29.1 


12 


II 


164 




12.3 


29-3 


II 


10 


17.0 


37-3 


124 


30.0 


,10 


9 


17. 1 




13.0 


30.2 


9 


8 


17.2 


38.3 


I3-I 


304 


8 


7 


17-3 




13.2 


3I-I 


7 


6 


174 


39-3 


13.3 


31-3 


6 


5 


18.0 




134 


32.0 


5 


4 


18.1 


40.3 


14.0 


32.2 


4 


3 


18.2 




I4.I 


324 


3 


2 


18.3 


41-3 


14.2 


33-1 


2 


I 


184 




14-3 


33-3 


I 





19.0 


42.3 


14.4 


34-0 






126 



LEADERS MANUAL— PIONEERS 
Scoring Tables 

Class V. Unlimited Weight Class (Continued) 



Pts. 


Standing 
Broad Jump 


Running 
High Jump 


Running 
Broad Jump 


Baseball 
Throw 


Shot 
Put 


Pts. 


20 


ft. in. 
8.II>^ 


ft. in. 


ft. in. 
18.2 


ft. 
270 


ft. 
42.0 


20 


19 


8.IOX 


5.0X 


17.9 


266 


40.9 


19 


18 


8.9 


4.II 


17.4 


262 


39-6 


18 


17 


8.7K 


4-9^ 


16.II 


258 


38.3 


17 


16 


8.6K 


4.8j^ 


16.6 


254 


37-0 


16 


15 


8.5X 


47X 


16.I 


250 


35-9 


15 


14 


8.4 


4.6 


15-8 


246 


34-6 


14 


13 


8.2K 


44^ 


15-3 


242 


33-3 


13 


12 


8.1K 


4.3>^ 


14.10 


238 


32.0 


12 


11 


8.o>< 


4-2K 


14-5 


234 


30.9 


II 


10 


7.11 


4-1 


14.0 


230 


29.6 


10 


9 


7-9K 


3-iiK 


13-7 


226 


28.3 


9 


8 


7.8K 


3-10^ 


13.2 


222 


27.0 


8 


7 


7.7X 


3-9X 


12.9 


218 


25-9 


7 


6 


7.6 


3-8 


12.4 


214 


24.6 


6 


5 


74K 


3.6><( 


II. II 


210 


23-3 


5 


4 


7.3J^ 


Z-S'A 


11.6 


206 


22.0 


4 


3 


7-2X 


ZA'A 


II. I 


202 


20.9 


3 


2 


7.1 


3-3 


10.8 


198 


19.6 


2 


I 


7.11^ 


3-iK 


10.3 


194 


18.3 


I 





6.101^ 


3-0>^ 


9.10 


190 


17.0 






Events 



TRACK AND FIELD ATHLETICS 127 

SECTION 4 
Boys' Athletic Meet Suggestibns 



I. SHORT DASHES 

50 yards 
75 yards 
100 yards 

80 yard low hurdle, 3 hurdle 

80 yard high hurdle, 10 yard start, 15 yard finish 
6 hurdle 
Sack race 
Walking race 

II. FIELD EVENTS 

Standing broad jump 
Running broad jump 
Running high jump 
Shot put, 8 and 12 lbs. 
Baseball throw 

III. TEAM EVENTS 

Relay races are most interesting events. The stan- 
dard relay is the four-man event, each running one- 
fourth of the entire distance. From the standpoint of 
creating interest and for the younger boys, the short- 
distance relays are most worth while. The shuttle 
method of running relays is a very quick one, as not 
only may runs be used with many variations, but shot 
put and jumps may be run off as relay events by this 
method. The following is an explanation of the relay 
and shuttle types of running relays: 

Relay Type 

The competing teams are lined up in parallel col- 
umns of file, behind a take-off line which is marked 
across the field. The first player in each column, if 
the event be a jump, jumps forward from the mark. 
His jump is marked upon the ground by a sharp stick, 
or if indoors, by a piece of chalk. The column moves 
up, the first jumper goes to the rear of the line, and 
the second jumper toes the mark of the first and jumps 
forward in the same direction as the first jumper 



128 LEADERS MANUAL— PIONEERS 

jumped. The column moves forward and the third 
jumper jumps from the mark of the second. This con- 
tinues until the entire team has jumped. The com- 
posite jump of the whole column determines the 
distance. Equal numbers of men must jump in each 
column. 

In this type of meet it is necessary to have a very 
long field if you have large numbers in the columns. 
In view of this fact, the events should be selected 
which do not cover too great a distance. The race of 
the relay type, wherein men are stationed at equal 
distances along a given course, is pretty well known. 
The first runner touches off the second; the second, 
the third; and so on. 

In the events of the relay type there should be an 
official for each team. 

Events which can be used in this type of an athletic 
meet are: 

Team relays 

Standing broad jump 

Frog race, in which competitors travel forward in 

frog leaps instead of running 
Standing hop 

Leapfrog jump, in which the down one toes a 
mark while the second takes a frog leap over 
his back for distance and gets down at the 
point where his heels broke the ground, for the 
third jumper to go over his back 
Running broad jump 
Weight-throw in back of neck. Weight is held by 

both hands and thrown backward 
Back jump 

Two standing broad jump 
Standing hop 

Shuttle Type 

Teams are lined up in parallel columns behind a 
given take-off line. It is very essential that this take- 
off line be made prominent and permanent. The 
columns are grouped in pairs. No. i column competes 
against No. 2 column, No. 3 against No. 4, etc. The 
columns should be arranged so that the shortest 
player is in front of each. A good permanent line to 



TRACK AND FIELD ATHLETICS 129 

use for the shuttle type of meet is a tennis tape flush 
with the ground. If the event is a jump, the first 
competitor of one team takes his place at the take-off 
and jumps. His record is marked by a line, at one 
end of which is stuck up a sharp stick. The first com- 
petitor of the second column toes the line marked by 
the sharp stick and tries to jump from that position 
back to the original take-off. His jump is marked by a 
line and another sharp stick. The second jumper on 
the team that jumped first toes the mark made by the 
jumper on the opposing team, and jumps in the same 
direction as the first jumper representing his team. 
These two teams compete against each other, one 
team jumping against the other in shuttle fashion, 
until every man has jumped. If the last man to jump 
on the second team fails to come up to the original 
take-off, his team has lost the event; but if he jumps 
and reaches the original take-off line, his team is pro- 
nounced the winner. Team No. 3 is competing 
against No. 4; No. 5 against No. 6; and so on, at the 
same time that Teams No. i and No. 2 compete. Two 
officials should act, one to mark the jump of each team. 

Suggested Events: 

Standing broad jump 

Running broad jump 

Three running broad jumps 

Standing hop 

Running hop 

Shot put 

Hop, step, and jump 

Backward jump 

Baseball throw 

Football punt 

Football forward pass 

B. Suggestions Concerning Athletic Meet 
I. rules 

Rules governing all events are found in either the 
"Army and Navy Athletic Handbook," Association 
Press; or in the "A. A. U. Athletic Handbook," 
Spaulding. 



[30' LEADERS MANUAL— PIONEERS 

II. SPRINTS 

Mark out the course with either cord or white line. 
The lane in which each man runs should be at least 
three feet wide. Have two finishing posts at the finish 
line. Stretch a line of red wool or worsted from post to 
post to assist the judges. Have all starts and finishes 
plainly marked. It helps very much to have all 
finishes at the same place. 

III. OFFICIALS 

It is necessary to have the following ofificials. Their 
duties are stated in the handbooks referred to. 
One Referee 

Four Judges of the Finish, if picking three places: 
one to pick first place, two to pick second place, 
one to pick third place 
Two or three Timers 
One Starter 

One Clerk of Course, an Assistant to run field events, 
and an Assistant to help him with track events 
One Announcer 

This is very important, both from the stand- 
point of getting runners out on time and of 
keeping the crowd informed. 
One Scorer and an Assistant Scorer 

If distance events are used or sprints are run 
on an oval track, inspectors would have to be 
placed at the turns. 

If badges are furnished for the judges and 
several marshals or police are furnished, the 
track and field space can be kept clear. Roping 
the fidd, especially the space at the finish* 
helps in this respect. 

IV. EQUIPMENT 

I. Track Events 

One gun and cartridges for the Starter 

One whistle for the Starter 

One whistle for the Referee 

Numbers and safety pins for competitors 

Red worsted for finish line 

Score sheets for the Clerk of Course, and the 

Scorer, with extra sets for the Assistants 
Stop-watches for Timers 



TRACK AND FIELD ATHLETICS 131 

2. Field Events 

a. Jumps 

Two standards seven feet high 

Six cross-bars of wood or bamboo 

One measuring tape or measuring stick 

One shovel and rake 

One take-off board, a joist four feet long, 

eight inches wide, sunk level with the 

ground 
One balk line six feet from the take-off 

board 
One soft landing pit, ten feet by twelve 

feet and in line with the take-off 

twenty-five feet long by four feet 

b. Shot Put 

One seven-foot circle 

One curved toe-board, if possible four 

feet long, four and a half inches wide, 

and four inches high 
Iron shots, eight and twelve pounds 
One measuring tape 

c. Baseball Throw 

One regulation baseball 
One measuring tape 

(If measuring tape is not long enough, 
an arch may be marked off on the ground 
at any distance desirable and all throws 
can be quickly measured) 

d. Sack Race 

As many good sacks as will be needed in 
a heat 



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04 ^ '/^ 



CHAPTER XIV 

AQUATICS 

Section i. Swimming 
Section 2. Water Sports 
Section 3. Supervision 
Section 4. Swimming Records 
Section 5. Bibliography 

SECTION I 
B. Deane Brink 

Oh, boy! It was great! Never was there anything that 
brought so much joy into life as that "Ole Swimmin' Hole," or 
the "Tank" in the old "Y." The thrill of the splash ! The fun of 
being in the midst of that wriggling, diving, splashing bunch 
of humanity! It was great fun and it brought with it a sense 
of mastery and achievement that made it a real joy. 

Swimming is a fine all-round exercise. Because the body 
lies flat the heart does not have to work as hard to pump the 
blood as when the body is standing up. It tones up the nerves 
and muscles, and because of the yielding surface there are no 
bumps or bruises. The work is evenly distributed, so that there 
is little danger of strain. The poisons which result from the 
breaking down of the muscle cells are thrown out through the 
pores of the skin and washed away. 

But swimming is fine, not alone because it is the best fun 
ever, and makes strong bodies, and washes away dirt and 
poisons. It is so important that a number of schools and colleges 
consider it a necessary part of a boy's education. Education, 
you know, is not just learning a lot of facts. Education is 
learning how to live. To live right one must have will power, 
self-reliance, and courage. Swimming teaches all three. But 
to live right one must add to will power, self-reliance, and 
courage the willingness to serve. 



AQUATICS 139 

In the great World War the waste in man power was terrible, 
but few boys realize that in peace times there are enough people 
who drown every two months to man a large battleship. In the 
United States and Canada alone each year more than twenty 
thousand people lose their lives in preventable drowning acci- 
dents. 

It is because we are accustomed to this terrible waste of life 
and so few are prepared to help that we go about thinking little 
and caring less about its prevention. 

Every boy should learn to swim because: 

1. It is the duty of every American boy to be prepared to 
save his own life and the life of others. 

2. It is the best known form of phvsical exercise. 

3. It is great fun. 
But dog-paddling around in a "crick" or pond does not always 

make good swimmers. In fact, bad swimming habits learned in 
the "Ole Swimmin' Hole" stick through life, and lots of real fun is 
lost because the swimmer tires easily 

and cannot seem to do the crawl, v% •► .<^.^«£^^) r— 
breast, and other strokes as others do ^^K~M^^^P^\ N^^psS 
them. He has not learned the A B C IJ^n v^^ '^^^'—^ 

and arithmetic of swimming. It is as 
easy to learn to swim as "falling into 
the water." If a boy has strength 
enough to stand, is possessed of an 

average amount of brains, and can get to where there is enough 
water to float him, he can learn to swim. In fact, it is possible 
to learn the most important things about swimming with only 
a washbasin of water and room to fling the arms and legs around. 
Swimming is hard only as it is made so. Success depends upon 
oneself and the attitude taken toward the water. There is only 
one real reason why any person cannot swim, and that is F-E-A-R, 
Fear. In very young children this condition does not exist, but 
the average person, who though he has had the opportunity yet 
cannot swim, is unable to do so because at some time in his life 
he has been shocked or frightened either by being "ducked" or 
splashed, by being pushed or by falling into the water, or by 
hearing, reading about, or actually having a part in a boating or 
drowning accident. 




140 



LEADERS MANUAL— PIONEERS 



Five Laws of Swimming 

In learning to swim, dive, and save life there are five things 
to remember. Five. Count them on the thumb and fingers 
of your hand: (i) confidence; (2) breathing; (3) balance; 
(4) relaxation; (5) coordination; and the greatest of these is 
confidence. When confidence comes in, "Old Man Fear" goes out, 
and with this nuisance out of the way the rest is easy. One of 
the things that will help in gaining confidence is to realize that 
for the time being the beginner is going into a new element, 
the home of Mr. and Mrs. Fish, and must therefore learn to "feel 
at home" in the home of the fish, and pay them and their home 
all the respect that is ordinarily given to one's human friends. 
It will also help create confidence to know that, like the fish, 
you cannot sink or drown provided your lungs are kept full of air. 
This sounds silly, but think it over. Another thing to remember 
in learning to feel "at home in the water" is that familiarity 
breeds "content," and when contented one is at ease and relaxed. 



The Easiest and Best Stroke to Learn 

Many instructors have evolved many systems, but one of the 
best, because both scientific and natural and therefore easy, 
and because it has brought remarkable 
results, is the one here given. It is so 
easy and natural that any boy can learn 
it. A year ago at a summer camp a boy 
of fifteen who, through an accident, had 
had his leg cut off at the hip, learned 
within ten minutes to swim twenty-five 
feet. The beauty of it is that the move- 
ments can be learned by means of a land 
drill without much effort. The timing 
and movements of the arms and legs 
closely resemble the dog paddle or primi- 
tive man's natural stroke. It is inter- 
esting to note this style of swimming 
shown on old Assyrian monuments many 
years before Christ. After this funda- 
mental crawl stroke is mastered and a boy 




AQUATICS 



141 



has learned to feel "at home in the water," the breast, back, 
crawl, and side strokes can be learned. 



Breathing 

The beginner should go into the water ab^ut waist deep and, 
if learning in a large body of water, always face the shore or 
teacher. Now to learn how to breathe — for remember that in 
entering the home of the fish the swimmer must adapt himself 
to a new home or environment. He must breathe as the fish do. 
In the majority of swimming strokes the head is held face 
down in the water, the air being gasped in through the mouth as 
the head is turned sideways up, and breathed out through the 
nostrils as the head is turned face down. The reason for this is 
that the swimmer can in a given space 
of time get more air into the lungs 
through the mouth than through the 
nose. Also, if the water was inhaled 
through the nose it would irritate the 
lining of the nasal cavity. To learn to 
breathe properly, place hands on knees, 
turn the head sideways up, and through 
the mouth gulp or gasp the lungs full 
of air. Then turn the head face down 
and blow the air out through the nose. 
Repeat this on two counts, keeping the 
rhythm as in music, one, two, one, 
two, etc., gradually bringing the face 
near and finally into the water until 
able to breathe out against the water 
resistance. Never forcibly submerge 
the face and body. This is likely to 
make the body rigid. This is wrong, as 
relaxation is absolutely necessary if ^ 
one is to feel "at home in the home of the 
fish." Step two, then, is to learn to have 
the face in the water, first with eyes closed, and then open. 
Stand as before with hands on knees, turn head sideways up, 
gulp lungs full of air, then place the head gently in the water 
face down, hold it in this position for a few seconds, and then as 




'^ 



142 LEADERS MANUAL— PIONEERS 

gently remove head, face down, from water. As the face leaves 
the w^ater open the mouth wide. Do this to allow the few drops 
of water which have been forced up through the nose into the 
head cavities to flow out of the mouth rather than down into the 
stomach, causing nausea and fear. This is important; remem- 
ber it. 

It will help in developing confidence if the beginner will 
open his eyes after placing -the face in water and try to count 
pebbles held in the hand or to count the extended fingers. This 
distracts the attention from any unpleasantness and introduces 
an element of interest. 

Balance 

As the greater part of our working hours is spent in an upright 
or vertical position or plane, we have through the years developed 
certain habits of balance and have trained our muscles, bones, 
and nerves to hold the body up straight. Now since the beginner 
is trying to learn how to act, breathe, and move like a fish, he 
must learn to move in the home of the fish not standing but 
lying down. In other words, he must form new habits of balance, 
for no fish other than the horse-fish swims standing up on end. 

To learn to balance, the beginner will imitate a floating 
turtle. This is done usually after the first trial and really 
marks an important step in learning to swim, for once the 
sensation of balance and floating flashes on the mind of the 
beginner, progress is rapid. In water up to the chest, with the 
hands on knees, bend the knees until water reaches the chin. 
Then turn the head sideways up, gulp a lungful of air, turn the 
head, chin down on chest, reach hands down, and grasp shins 
halfway between knees and ankles and pull knees up tight to the 
chest. The feet will leave the bottom and the body will float in 
a fine example of a turtle. It will not sink. To return, release 
grasp, drop feet to bottom, raise head, face down, open mouth 
and eyes, but do not straighten body until water is out of mouth. 
Because the human body weighs almost the same as an equal 
body of water and therefore weighs practically nothing in the 
water, and because it is held up by about two hundred cubic 
inches of air contained in the lungs, it is impossible for the body 
to sink. Try it, push a person imitating a floating turtle to the 



AQUATICS 143 

bottom and immediately he will return to the surface and remain 
so until the air is exhaled from the lungs. 

Relaxation 

Further to develop balance and bring about relaxation, 
imitate a jellyfish by taking a coasting plunge as follows: 

Bend knees until water reaches the chin, turn head sideways 
up and gasp lungs full of air, then turn head face down between 
extended arms, get a good purchase with the feet on the bottom 
or, if in an indoor pool, with one foot against the side, push off 
face down, arms extended in front with wrists hanging down and 
limp, let legs trail along slightly spread. If in clear water keep 
the eyes open. This will help him to know he is actually moving 
ahead and will of course increase his confidence. In this coasting 
or floating plunge the natural buoyancy of the body is very 
noticeable. As soon as the momentum stops and the legs 
begin to drop, draw the knees up to the chest and then drop them 
to the bottom, at the same time sweeping the arms sideways until 
wide apart, then with a swift movement bring them together 
with palms of hands facing. As the hands are brought together, 
forcing a wedge of water away from the body, raise the head, 
but keep the face down with mouth open to allow water to escape. 
Remember this is the proper way to regain your balance, for 
every movement helps to place the beginner in a standing 
position. Try and overcome the tendency to rub the water 
from the eyes as it tends to make the body rigid. Our aim, you 
know, is relaxation, and with relaxation comes confidence. 
Do not hurry — take plenty of time in all the movements. The 
beginner now has splendid confidence. 

He has learned : 

1. That the water is his friend and that he actually feels at 
home in the home of the fish. 

2. That he positively will not sink so long as his body is 
relaxed and his lungs kept full of air. 

3. That given a push his body will float in the direction of 
the push. 

4. That if he wants to regain his balance he just stands up, 
pushing back against the water with his hands. 



144 LEADERS MANUAL— PIONEERS 

5. That he will not feel "sick to his stomach" if on taking his 
head out of the water he holds his face down and opens his 
mouth. 

Our swimmer now has confidence, knows how to breathe, has 
acquired a new sense of balance and knows how to relax. What 
has seemed the most difficult thing in the world is now as "easy 
as pie" and all that remains is to teach his legs and arms to work 
together, or coordinate (Fig. i). 



Fig. I. Crawl stroke 

Coordination — Leg Movements 

Coordination, then, is the last step. A fish, frog, motor boat, 
or a human fish is actually kicked through the water. The 
fins of the fish and the arms of the human help in getting this 
result. To learn this leg kick, lie down in the water, facing 
shore, with the hands or elbows resting on the bottom, or if in 
an indoor pool, lie over the edge with the feet in the water or 
lie over a stool or chair with hands resting on the floor, keeping 
the chest and knees on the same level. Kick the feet alternately 
up and down with little or no hip motion. The feet are moved 
about six inches up and down with the toes turned in and the 
feet kept only a few inches apart, the major action being centered 
in the knees. Any flexing or bringing of the thigh forward stops 
progress. Therefore make a slow, easy, alternate up, back, and 
down movement of the leg and foot. Do not hurry, take your 
time. Hurry makes the muscles tired and rigid and leads to 
shortness of breath. When able to do this elementary scissor 
kick return to water about chest deep, face the shore, take a deep 
breath as described, and with head face down between the 
extended arms give a strong push from the bottom or side of 
pool. As the body glides forward, start the kicking or scissor 



AQUATICS 145 

movements of the feet and legs. Keep this up until necessary 
to breathe, then regain the balance as described. Do not reach 
or push down with the hands, for a body in the water will 
always follow the direction of the hands and arms and instead 
of regaining one's balance the body will sink head first. If the 
water is clear and the eyes kept open the beginner will realize 
with joy that he is now making headway under his own power. 
He is swimming, for swimming is the ability to move in the water 
in a definite direction. 

Arm Movements 

Now for the arm or paddling movements. In water about 
waist deep (this exercise may also be done as a land drill), stand 
with feet well braced, one in front of the other, and bend the 
body at the waist until the chest is about on a level with the 
surface of the water, the left arm extended front with the palm 
turned down and the wrist slightly bent, the right arm extended 
back with the palm turned up. Now with a rolling movement of 
the body imitate a windmill, keeping the arms the same relative 
distance apart, one hand gripping and pulling as the other leaves 
the water. After this movement becomes easy return to water 
chest deep, take a deep breath, as described, and with head face 
down between the extended arms give a vigorous push with the 
feet from the bottom or side of the pool and before the momen- 
tum of the body stops start the windmill movement of the arms. 
The legs should trail along relaxed — as the body rolls they will 
unconsciously move slightly up and down in a rudimentary 
scissor movement. Keep the legs together and the toes pointed 
back. In this arm movement do not attempt to move the legs. 
Let them, like the cow's tail, "trail behind." Keep the fingers 
together so that the hand is cupped and resembles the blade 
of a spoon oar. Be sure that the hand is bent down at the wrist 
so that the swimmer gets the benefit of the pull as soon as the 
hand enters the water. As suggested before, it is a good plan 
to keep the eyes open so as to watch the arms and also the bottom 
of the pool to see how fast he is moving. Be sure to pull all the 
time the arm. is in the water and that it does not leave the water 
until it reaches the hip. In other words, do not make the stroke 
choppy. Again remember to take plenty of time and when out 



146 LEADERS MANUAL— PIONEERS 

of breath regain the balances as described. All that remains 
now to do is to put together or coordinate the leg and arm move- 
ments and the swimmer will then feel completely confident and 
from this point on his expertness and happiness will depend upon 
practice. 

Combined Leg and Arm Movements 

Now to complete the mechanics of swimming and put to- 
gether everything learned about this health-giving, joy-making, 
character-building sport. After taking a big bite of air, bend 
the knees and give a good strong push forward and, before the 
momentum stops, start the leg scissor kick; then after a few 
kicks begin the windmill movement of the arm. Begin by taking 
a half-dozen strokes and then add more until able to continue 
until the breath gives out. As stated before, the swimmer fills 
his lungs by turning the head sideways and biting off a big 
chunk of air, exhaling or blowing the air out again through the 
nose when the head is face down in the water. 

Breathing and Stroke 

Now to combine the breathing with the stroke. When the 
swimmer feels compelled to breathe, say a^ter about the sixth 
stroke, as the right arm leaves the water at the end of the stroke 
force the air out through the nose, then turn the head sideways 
up and bite off another lungful of air and as the right hand 
again enters the water turn the face down into the water. Some 
swimmers find it easier to turn the head to the left. In this 
case breathe as the left arm leaves the water. After the move- 
ments and breathing become easier, the leg movement should 
begin at the hip with a snapping action. The legs should not be 
held stiff but controlled enough to prevent sloppy action. The 
number of leg drives for each arm stroke depends upon the build 
of the swimmer. Find the number best suited and stick to 
that number. 

Artificial Aids 

Now a few words about artificial aids or supports in swimming. 
Any floating devices, such as belts and pulleys, trolleys, poles, 
and buoys, except in very rare instances, are unnecessary and 



AQUATICS 147 

very doubtful helps. They serve only to give a false sense of 
security and actually retard the advance of the learner. Where 
the coordination is extremely poor, small compact light fabric 
water wings may be used, but if the suggestions given here are 
faithfully carried out there will be no need of any artificial sup- 
port. The use of an artificial support shows that there is not the 
proper confidence. In this system the swimmer will learn to 
trust the water as a friend. He knows that if the lungs are full 
of air and his muscles are relaxed he cannot sink and that it is 
easy and natural to paddle and kick. If he paddles and kicks 
his body face down through the water, he offers the least resist- 
ance to the water and therefore moves faster than with any 
other stroke. He is thrilled with the joy of doing. He has gotten 
self-reliance, health, strength, character; has learned something 
that may prove to be the means of saving his own or other 
precious human life; and, finally, he has learned how to teach 
others to swim — a real service. 

Breast Stroke 

After having learned to swim by the easiest and most natural 
method the swimmer should give attention to other strokes 
which have real value, as, for instance, in life saving, when 
necessary to dive from the surface or swim under water in 
giving help to a tired swimmer, the breast stroke is very useful. 
This is a very complicated stroke but can be mastered easily 
after having learned to feel "at home in the water," for he can 
now give all his attention to the movements. Until 19 16 this 
was a very slow, tiresome stroke. It often produced headache 
and the swimmer could go but a short distance before getting 
winded and tired. The headache was largely due to having to 
hold the head back on the shoulders at an unnatural angle in an 
attempt to keep water from splashing into the mouth. This 
unnatural position interferes with the proper circulation of the 
blood in the neck and head and causes congestion. By adding a 
long glide at the end of the stroke, with the arms and legs ex- 
tended and the face submerged, a much easier and faster stroke 
has resulted. It is well in learning the breast stroke to prac- 
tice it first as a land drill, so that on entering the water the 



148 LEADERS MANUAL— PIONEERS 

movements will be mechanical and allow the swimmer -to give 
his whole attention to proper breathing, etc. 

Breast Stroke — ^Leg Movement 

Standing Position 

1. Raise the left knee, directing it sideways, the heel of the 
left foot touching the inside of the right knee, toes pointing 
downward. 

2. Straighten and lower the left leg by a backward, downward 
movement until the big toe of the left foot touches the floor 
about one pace to the left side. 

3. Draw the foot with a snap toward the right foot. Do 
these three movements several times until they become natural 
and easy. 

Breast Stroke — Arm Movement 

Standing Position 

In this the position of the hands is important. Hold the 
fingers close together, thumb against the first fingers, extended 
straight, the palm of the hand slightly cupped. With the hands 
in this position extend the arms in front as far as it is possible to 
reach. 

1. Turn the backs of the hands together with the elbows 
straight; sweep the arms back until they are a little beyond a 
straight line across the shoulder. 

2. Bend the arms and bring them edgewise to the front of 
the chest so that middle fingers meet, palm down, at a point 
midway between the chin and breast, elbows close to side ribs. 

3. Shoot the hands forward to position. 

Breast Stroke — Combined Leg and An . Movement 

Standing Position 

Start with the feet together and the arms extended front. 

1. Sweep arms back until slightly beyond a line across the 
shoulders and raise the left or right knee until the heel of the 
raised foot touches inside of the opposite knee. 

2. Bend arms, hands to chest, straighten and lower raised 
leg to floor, one pace to the side. 



AQUATICS 149 

3. Shoot hands forward, palms down to position in front and 
snap extended leg toward other foot. Do this until leg and arms 
work together smoothly. 

These movements may also be practiced lying across a bench, 
stool, or chair — the arm movements as above described, the leg 
and combined movements as follows: 

Leg Movements 

Lie face down across bench, legs straight. 

1. Draw up both legs, spread the knees and bring the feet 
together, big toes touching. 

2. Extend both legs sideward and out wide apart. 

3. Snap the legs and thighs together to starting position. 

Combined Leg and Arm Movement 

Lie across bench with legs and arms extended, feet together, 
palms down. 

1. Turn hands back to back and sweep arms back to slightly 
beyond a line through shoulders, at the same time drawing up 
the legs with knees spread and feet together. 

2. Bring hands to chest and extend legs sideward, out, and 
wide apart. 

3. Shoot hands to position in front, palms down, and snap 
legs together, finishing the stroke. 

Breast Stroke in the Water 

After the swimmer has learned the movements of the breast 
stroke, enter the water breast deep. Take a deep breath through 
the mouth, bend the knees, give a vigorous push off, face down 
so that the water is just below the eyes, body floating with legs 
and arms extended. Before the momentum stops sweep the 
arms back to just beyond the shoulders and draw the legs up, 
knees spread, feet together. Then as the hands are brought to 
the chest, extend and spread the legs wide apart. The stroke is 
finished by shooting the hands ahead and whipping the legs to- 
gether with a snap. At this point the body relaxed glides for- 
ward, the air being blown out through the nose. When ready 
for the next stroke, raise the head forward, bite off a chunk of 
air, lower the head, and repeat movements as above. If desired, 
this stroke may be executed without having the face in the water, 



150 LEADERS MANUAL— PIONEERS 

but because of the neck strain the swimmer is likely to tire 
much more quickly. 

Back Stroke 

There are several kinds of back strokes and the swimmer 
should know how to do each of them. This stroke is not only 
essential in life saving but is useful in getting out of weeds and 
eel grass; also, when tired, a change to the back stroke will 
quickly rest the swimmer. This stroke can be learned as a land 
drill. 

Underarm Back Stroke — Land Drill 

Underarm Back Stroke — Leg Movement 

Lie on back on the floor or on a long bench. 

1. Draw up legs, knees spread, feet together. 

2. Extend and spread the legs wide apart. 

3. Whip or squeeze the legs together with a snap. 

Underarm Back Stroke 
Arm Movement 

Start with the hands at sides of thighs, palms in. 

1. Draw arms up, elbows close to ribs, hands on chest. 

2. Extend the arms wide apart. 

3. Sweep the arms, elbows straight down to the thighs as in 
the starting position. 

Combined Leg and Arm Movements 

1. Draw legs up, knees spread, feet together. At the same 
time raise the arms, elbows to ribs, hands to chest. 

2. Extend and spread the legs wide apart and shoot arms out 
sideways on a line with the shoulders, thumbs up. 

3. Whip the legs together and sweep the arms, elbows straight, 
down against the thighs. 

Underarm Back Stroke in the Water 

In water breast deep, bend the knees and with head held back 
and arms loosely held, take a deep breath and give a vigorous 
push slightly up and back. Allow the body to float for a moment 
on the back, then do the movements as described under the land 
drill combined leg and arm movements. Exhale through the 
nose at the end of the stroke. Inhale through the mouth as the 



AQUATICS 151 

stroke begins. It is a good plan to practice swimming with dif- 
ferent leg and arm combinations. For making rescues this stroke 
is indispensable. For speed and long distance events the back 
crawl and back double overarm strokes are used. 

Treading Water 

Very often in making rescues it is necessary to use both hands 
in turning the person on his back. To do this allow the feet to 
sink until the body is upright, then with a loose knee action 
move the feet and legs as if riding a bicycle. This will be found 
to be a very useful stunt. 

Sculling 

Sculling is moving forward or backward, face down or on the 
back, using a wrist, forearm, and shoulder movement only. 

Head First on Back 

To scull head first, on the back, drop the head slightly back, 
with the hands and arms at the sides, hands bent up at the wrist. 

Work the hands with a short side-to-side sweep and push, 
much as a Venetian gondolier or a dory fisherman uses his 
single oar. 

Feet First on Back 

Same position, except that the hands are bent down at the 
wrist and pulling with the side-to-side movement instead of 
pushing. 

Feet First on Face 

With arms extended, elbows straight, hands bent up at the 
wrist, wave hands from side to side, and push as described in 
"Head First on Back." 

Diving 

Swimming without knowing how to dive is like eating griddle 
cakes without syrup. 

Really to enjoy the water and be thoroughly equipped for life 
saving every boy should be able at least to do the simple dives. 
At Futtepore, India, the Hindu boys jump from the old temple 
ruins, sometimes as high as eighty feet, into a deep well. The 



152 LEADERS MANUAL— PIONEERS 

jump is made feet first, right hand holding the nose, the left 
hand held close to the body. 

Diving was introduced into England by the Swedes and was 
used only in a business way. They, like the Hindus, were skilful 
in high diving. The pearl divers of the Persian Gulf and around 
Ceylon can go to great depths, but the Americans were the first 
to take the honors in fancy diving. 

The things needed in good diving are confidence, coordination 
or body-control, balance, the ability to think and act quickly, 
and patience. Many make the mistake of attempting the hard 
dives before learning the simple front or forward dive. As shown 
elsewhere, "Old Man Fear" must first be "licked to a finish." This 
can be done in the following manner: 

First, jump feet foremost from the edge 
of the pool. After one or two trials, have 
the pupil crouch with knees bent, hands 
extended, thumbs locked and, with the 
head kept between the arms, fall forward 
into the water. Repeat this exercise with 
a springing movement of the legs, the body 
entering the water at an angle of about 
forty-five degrees. The tendency, for the 
beginner, is to lift the head and straighten 
the body as it nears the water, executing 
what is technically known as a"belly-whop- 
"p^^^iye per." This can be overcome by inclining the 

head forward between the extended arms. 
Arthur McAleen, of the N. Y. A. C, a title holder and au- 
thority on diving, says: "In every dive, plain or fancy, straight 
or twisting, the head is the controlling factor, for its weight and 
position give it the power to direct the entire body while in 
flight. Not only may the angle of ascent or descent be altered 
by moving it up or down, right or left, but a vigorous motion is 
almost sufficient in itself to enable the diver to perform any 
desired stunt in mid-air, be it somersault or a twist. This 
should be remembered for it really is the secret of success in 
fancy diving." 

After the beginner has developed sufficient confidence to dive 
from the water's edge, he may then be instructed to practice 




AQUATICS 153 

the plain front or forward dive from a height. To execute the 
front or forward dive properly, take the following position at 
the edge of the diving board or take-off: head up, chin in, chest 
out, hips back, feet together, toes just over and gripping the 
end of the board. Place hands on thighs just below the hips, 
raise high on toes, balance the body momentarily in this position, 
then slightly bend the knees and leap or spring up and out with 
head up and back arched, showing a slightly concaved line from 
the back of the head to the heels of the feet, the legs straight, 
feet extended, and toes pointed back. As the body begins to 
fall, the head is dropped, the arms are extended and, with fingers 
closed and thumbs locked, the body assumes very nearly a 
straight line and enters, or should enter, the water at an angle of 
about ninety degrees. The mistakes usually made are keeping 
the head up and landing flat on the chest or bending the head 
too quickly, which results in throwing the body over and striking 
the water with the back of the thighs or legs. The standing dive 
should be mastered before attempting the running forward or 
front dive. The running front dive is required in competition. 
The position of the hands and head is important in determining 
the depth of the dive. The head bent forward on the chest 
and hands bent sharply downward at the 
wrist will cause the body to descend. The 
raising of the head and hands sends the 
body to the surface. 

The "run" should be a short one — three 
or four steps — alighting with all possible 
force with both feet on the extreme end of 
the board. In the running forward spring 
backward dive ("salmon," "comeback," 
"Dutchman") the take-off is made from 
one foot. 

The various forward combination dives, known as the "swan," 
"swallow," "butterfly," etc., are now classed as plain forward 
dives. The development of the backward dive is the same as the 
forward. First, stand on the take-off with the back to the water 
and jump off backward, feet foremost, into the water. Next, 
take the fundamental position as described in the forward dive, 
but with the hands extended overhead, palms front, thumbs 




154 



LEADERS MANUAL— PIONEERS 



locked, and back toward the water. Bend backward as though 
trying to touch the water; allow the knees to bend, keeping the 
head held back and between the arms, and push off. After a few 
trials, again take the position with hands below thighs and, with 
a quick up-heaving movement of the arms, head, and chest, 
leap or spring up and out and, as the body falls, bring hands 
together thumbs locked, the body entering the water in as 
straight a line as possible. 

The remaining two dives, which complete the standard dives, 
are known as the "jackknives" — so named because while the 
body is in the air bent forward, with feet and hands touching, 
the legs are brought back into a line with the body, imitating 
closely the sudden opening of a knife blade. 





Front jackknife 



Back jackknife 



The forward or front jackknife dive may be executed either 
standing or with a run. A preliminary exercise of bending for- 
ward, touching the toes, and then suddenly bringing the body 
into an erect position, hands overhead, is an excellent one and 
should be practiced before attempting the dive. 

Assume the fundamental position, then bend the knees 
slightly, leap up and out, but be careful not to land more than 
six feet from the end of the springboard as this is the distance 



AQUATICS 155 

within which the body must enter the water. When the body 
in its upward spring reaches its highest point, it must bend 
quickly at the hips, touching toes, and, as it descends, the legs 
are snapped back and upward, feet together and toes pointed 
as in all head foremost dives. The head should be held between 
the extended arms, hands and fingers extended and thumbs 
locked, the. falling body presenting the least resistance possible 
to the water. The speed acquired in the running front or for- 
ward jackknife is quite apt to take the diver beyond the six- 
foot limit; therefore the emphasis should be placed, not so much 
upon the run, as upon the jump down upon the board for the 
upward spring. The backward jackknife is the most difficult of 
the standard or set dives. Begin by taking the position as in the 
back dive, then jump backward, feet foremost. After a trial or 
two the pupil, in position with arms extended to the front 
horizontal, palms down, and thumbs locked, should spring up 
and far enough back to clear the board in the descent. The rest 
of the dive is the same as the forward jackknife. 

LIFE SAVING 

Having learned to swim by this method any boy is now able 
to do four things. First, he is able to help people who are drown- 
ing, and can save his own life. Second, he can develop a strong, 
clean, supple body. Third, he can have more real fun and rec- 
reation than the fellow who cannot swim. But best of all he 
can prevent drowning accidents and make others happy by 
teaching the "other fellow" to swim. 

Now to learn the easiest, quickest, and best way to help 
anyone in danger in the water. 

The Approach 

As in learning to swim, confidence is the key to success. 

If possible to slip off coat, pants, and shoes, do so. If not, as 
in the case of a person falling from steamer or boat, the rescuer, 
in order to be close to the victim, will save time by jumping in 
immediately and taking off his clothes while in the water. ' If 
the coat sticks, button tightly. Do not take off coat if wearing 
suspenders and no vest. The suspenders will cause trouble by 
sliding down. 



156 LEADERS MANUAL— PIONEERS 

If entering the water from the beach, run in knee-deep and 
then take a long dive and swim with an easy stroke, keeping the 
drowning person in sight, if possible. Where there are weeds, go 
slowly in the direction of the stream. If caught in grass, scull 
out; use hands only. If making the rescue from a height where 
the depth of the \Vater is unknown, it is best to drop feet first. 

In approaching the drowning person or persons speak quietly 
but firmly. If more than one is in danger, take the one in great- 
est distress. The object is to get the drowning person in some 
position for towing. The best position is on the back so that the 
person cannot grasp the rescuer. The different holds and their 
breaks, which will be described, should be practiced on land and 
in the water. ^ jf 

It is best to get behind the drowning person, but if^not pos- 
sible, reach out and grasp the nearest hand — keeping out of his 
clutches — tread water and pull straight to you, throwing the 
victim on the back in a floating position. Sometimes it may be 
necessary to dive under the person so as to grasp him from the 
rear. If an attempt is made to grasp the rescuer, stay away — 
let him fight the water. 

Wrist Hold 

If grasped by a drowning person, the grip most likely to be 
taken is the hold on the rescuer's wrists, thumbs up. This is 
easy to break by suddenly raising the arms, elbows out, then 





AQUATICS 



157 



quickly thrust hands in, down, and out (Fig. 2). The pressure 
against the drowning person's thumbs breaks the hold. In break- 
ing away immediately grasp the person's wrist and turn him 
around on the back ready to tow. Do this in all breaks. 

Neck Hold, Both Arms Front 

Place right hand against person's right lower jaw and nose, 
left hand. under his right elbow (Fig. 3). With a quick push 
against face, lift under elbow, and turn him on his back ready 
to carry; or, if necessary, raise elbows, hands down, fists closed, 
with thumbs straight and held stiff against close-clenched index 
finger, and jab thumbs down against person's lower ribs. 




Fig. 4 



158 LEADERS MANUAL— PIONEERS 

Strangle Hold, Rear 

Raise arms crossed, right over left. With right hand grasp 
person's right little finger. With left hand grab person's left 
little finger. With a quick jerk and bump back with buttocks 
pull person's arms wide apart and get behind and carry (Fig. 4). 



Throw arms, elbows straight, sideways up and overhead, at 
the same time that you sink down, grasp right arm and get behind 
him, swim on back and carry him in floating position by two- 
hand hold. 

Shoulder Hold, Rear 

Throw arms sideways up overhead, duck, grab person, and 
swim as above. It is well to note that the thumb counter, i. e., 
jabbing stiff thumbs against lower ribs, is very effective. Be 
careful in practice. Always follow a release by towing. 

Towing a Person 

Towing a person, of course, is not so dangerous as having to 
break the holds. One of the very easy methods is to grasp the 
person by the hair or clothing with one hand, towing him on the 
back, with one arm and kick for propulsion. 

Head Carry 

After a person is turned on back, tow by placing the hands 
over his ears, fingers extended down along the lower jaw, the 
head tilted slightly back (Fig. 5). Keep the water out of the 
ears — it helps to restore confidence. 




Fig. 5. Head Carry 



AQUATICS 



159 



Underarm Carry 

When on back place the heels of the hands alongside the body 
in the armpits, the fingers extended (Fig. 6). 




Underarm Carry 



Sidearm Carry 

Turn drowning person on the back, by placing right hand on 
his right shoulder; left hand under his left arm to turn. Throw 
his left arm up, over, and across rescuer's left and extend right 
arm ready for the stroke, the drowning person being well up on 
the left hip of the rescuer (Fig. 7). 




Fig. 7 
Arm Carry 

Rescuer slides left arm under subject's right arm, grasping 
arm at the biceps (upper arm), and pushes subject along on his 
back, lifted into floating position by rescuer's elbow under hip. 



i6o LEADERS MANUAL— PIONEERS 

How to Help a Tired Swimmer 

If swimming with a friend or near a person who gets tired, the 
tired person should be told to turn on his back and place his 
hands, arms extended, on the rescuer's shoulders, who swims 
forward, using the breast stroke. It is possible to carry or push 
a person a long distance in this manner, provided the rescuer 
swims easily and does not try to hurry (Fig. 8). Another way is 
the side-stroke assist or carry. The person to be helped should 
be behind the rescuer with one hand on his upper shoulder. 
The one helped can assist by using his free arms and legs. Never 
do this if the tired one is panicky. 




Fig. 8 

When a Boat Capsizes 

If there are a number of persons in the boat, don't attempt to 
swim ashore with any except those who have gone down. Direct 
or help others to side of boat. Tell them they are in no danger 
and to hold on. Dive for person who went under. If he is un- 
conscious when brought to surface, take him to shore and, if 
others are present to perform first aid, give directions for Schafer 
method. Return, and if the boat is not too large, grab painter 
or rope and tow boat, with persons hanging on, to shore. This 
is not as difficult as it sounds. If the boat is too large it is better 
to use anything that may be floating near by, such as an oar or 
a plank. 

Recovering a Body from the Bottom 

When a body has recently sunk to the bottom, its location 
may be known by the air bubbles which will appear on the sur- 



AQUATICS I6i 

face. In still water the bubbles come straight up. In running 

water they will be slanting in the direction of the current, so 
that the body will be found higher up the stream than where the 
bubbles appear. Grasp the body by the hair at back of the head, 
slack of coat or shirt at the shoulders, or by the armpit. After 
securing the body, give a vigorous push and swim upwards with 
a back stroke, and when near surface, change grip to ordinary 
rescue hold, as described. 

To Go to Bottom 

Start to swim in a forward motion on the surface, tuck in the 
chin, throw the legs out of water for weight, and with eyes wide 
open, take choppy breast strokes to the bottom. Your diving 
rudder is your head. Keep the hands well advanced to prevent 
collision with obstructions or bumping into the mud or rocks. 

Resuscitation 

Death by drowning is due to suffocation and shock, not by 
water entering the lungs. After opening the bodies of many 
drowned persons, doctors have seldom found more than a tea- 
spoonful of water in the lungs of each body. The water com- 
monly supposed to come from the lungs really comes from the 
stomach. 

It was not until 1804 that people became interested in life 
saving. Before that time it was a crime to take an unconscious 
person out of the water. Up to 1858 many foolish and really 
cruel methods of resuscitation were used, among them being the 
blowing of smoke into the intestines to make the body warm. 
Cutting a blood vessel and letting the blood escape was another. 
Blowing air into the lungs with a hand bellows was also prac- 
ticed. Dr. Hall, in 1858, originated a system which was used 
until several years later. During the Civil War Dr. Sylvester's 
method was declared a better one, but in recent years this has 
given way to the Schafer, or "face down method." This is the 
method recommended and which will be described (Fig. 9). 

The next thing to do after getting the person to shore and 
stopping any arterial bleeding, is to send or telephone for a 
doctor, briefly describing the accident. If others are present 



i62 LEADERS MANUAL— PIONEERS 

have them do this. If alone and not near a telephone, go ahead 
quickly as follows: 

After getting the unconscious person ashore on a flat surface, 
lay him face downward, arms extended above the shoulder level. 
Using the forefinger, clean any sand, dirt, grass, or mucus from 
the person's mouth. Pull the tongue forward. In this position 
fluids will drain from the mouth. 





Fig. 9 
Artificial Breathing 

If on a shelving beach, remember to lay the person with head 
toward the water. Place flat on chest. If coat, towel, or any- 
thing which will serve as a roll is handy, place just below the 
chest. Turn the person's head to the left, resting on back of 
right hand, face and hand pointing in the same direction. The 
person's left arm is extended above the shoulder level. 

Be sure that the tongue is forward and then kneel astride the 
person so that the knees will be at his hips. Place the hands on 
the person's back, the thumbs held against index fingers. With 
the fingers pointing down over the lower ribs, lean forward and 
steadily press downwards, as you slowly say "Out goes the water" 
Then suddenly release the pressure without taking the hands 
wholly from the body, and rest as you say, "In comes the air." 
Repeat this forward and backward movement twelve times a 
minute, until natural breathing is restored. This may take an 
hour or more, but don't give up. Keep at it. Persons have 
been brought back to consciousness after four hours of hard 
work on the part of the rescuer. Remember that apparently 
drowned persons who have been under water five or ten minutes 



AQUATICS 163 

have been resuscitated after the use of this method. So don't 
get discouraged. Don't give up. To discover signs of returning 
consciousness lift eyelids. If the dark spot (pupil) in the eye 
gets smaller when exposed to the light there is still life in the body. 

Keep up the respiration movements until the person begins to 
breathe. The legs and arms should be rubbed briskly toward 
the heart. This will help restore the circulation. Cover well 
with blankets, placing well-protected hot bottles, bricks, or 
water bags at the feet, pit of stomach, and under the armpits. 

Give hot drinks after person begins to breathe and not until 
then. 

Give no whiskey or alcoholic stimulant except when ordered 
to do so by a doctor. 

Give the person plenty of air and quiet, and the recovery will 
be rapid. 



SECTION 2 

WATER SPORTS 

Aquatic Carnival 
King Neptune's Court 
Suggested Program 
Note 

Screen one corner of tank or pool so that Neptune and followers 
can make entrance under water and swim to Neptune's throne {a 
stepladder) at center. 

1. Neptune mounts throne and calls Court. Introduces fol- 
lowers, who then disappear except those in next stunt. 

2. Egg, candle, nightshirt, or umbrella race. 

3. Royal pick-a-back wrestling (several teams at once). 

4. Demonstration of fancy swimming strokes: 

a. Submarine e. Sculling (different styles) 

b. Torpedo f. Somersaults 

c. Porpoise g. Rolling Log 

d. Spinning Top h. Hands and feet tied 

5. Blowing ping-pong or toy balloon race. 



i64 LEADERS MANUAL— PIONEERS 

6. If possible to use canoes or row boats put on , 

a. Tilting (with several in boat) 

b. Tug-of-war 

c. Filling opponents' boat with water 

d. Wrestling 

7. (A dash event if desired. Never use a long distance event.) 

8. Life-saving demonstrations 

a. Land drill, holds, breaks and carrys. 

b. Water drill, holds, breaks, carrys, resuscitation. 

9. Fancy diving (each performer does individual dives). Do 
not repeat dives. Finish with chain dive, each performer bending 
and grasping ankles of one in front, each dive in succession, 
holding on ankles. 

10. King Neptune calls Court to throne and then all swim 
under water to exit. 

Races , 

In a water carnival or tournament, the following events are 
generally included: Tilting contest, water polo, team race, 
obstacle race, hand paddle race, egg and spoon race, diving 
through hoop, wrestling in water, where the water is shallow 
enough, and where it is too deep a ducking contest takes its 
place. These items on the program usually go along with ordin- 
ary fast sprints, handicap races, races on back for 50, 100, 220, 
440, and 880 yards, neat and fancy diving contests, etc. Spec- 
tators are not pleased with races of greater length than a half 
mile. From a spectacular standpoint, there is no outdoor con- 
test that can compare with a good water carnival. 

Relay or Team Race 

The fastest swimmers are usually made captains, and these 
toss for first choice. The race, if the pool or tank is fourteen 
feet wide, can be participated in by two teams; if eighteen feet 
wide, by three teams, and so on. Any number can take part on 
each team. 

The captains, having chosen their men, form in a line in front 
of them, and at the word "Go," the slowest man from each side 
dives in first, swims to the end of the tank, touches, turns, and 



AQUATICS 



165 



swims back. The next man in line dives over the returning 
swimmer as soon as he touches, and so on down. The first team 
that finishes, wins. The speedy swimmers should be kept until 
the last. This is a splendid method for developing fast sprinters. 

Handicap Races 

There is nothing like a 100-yard straightaway handicap race 
to increase the speed of swimmers. In such a contest the object 
of the handicapper is to have the swimmers all arrive at the 
finish as close together as possible. The handicapper of a swim- 
ming club should have two assistants in order to take the time 
of every member. 

Suggested Basis for Handicapping Slow Swimmers 
TO Increase Their Speed 

Yds. Sees. 

A swims 100 in 90 and starts at count of 30 

B " 100 " 98 " " " •' "22 

C " 100 " 70 " " " " " 50 

D " 100 " 80 " " " " " 40 

E " 100 " 86 " " " " " 34 

F " 100 " 100 " " " " " 20 

G " 100 " 105 " " " " " 15 

H " 100 " no " " " " " 10 

I " 100 " 118 " " " " " 2 

J " 100 " 102 " " " " " 18 

K " 100 " 95 *• " " " "25 

L " 100 " 120 " " " " " o " 

M " 100 " 81 " " " " " 39 

N " 100 " 63 " " " " " 57 



go 



Add the swimmer's time to the handicap and you get the time 
of the slowest man. 



Hurry Skurry Race 

Run to the water's edge, swim to your canoe, jump in, and 
paddle back. The contestants line up, each about fifty yards 
from the water's edge, opposite his own canoe, which is held at 
about thirty yards from shore. In the absence of canoes, row- 
boats will do. 



i66 LEADERS MANUAL— PIONEERS 

Obstacle Race 

The object of this race is to swim around or get over as many 
as possible of the obstacles placed in the way of the contestants 
along a course of from fifty to one hundred yards, such as hoops, 
barrels, scows, poles, etc. 

Old Clothes Race 

1. Let each contestant have a suit of old clothes placed in a 
pile on a large float fifty yards away from the starting point. At 
the word "Go" the contestants dive into the water and swim to 
the float, dress, and swim back in a complete suit of clothes, 
including hat, waistcoat, and even shoes. 

2. Dressed in a full suit of old clothes, each contestant swims 
to the float that is placed opposite; undresses to his bathing suit, 
and returns. This is often a more laughable affair than No. i, 
as wet clothing clings to the body. 

Life-Saving Race 

Contestant dressed in old clothes, including shoiss, hat, and 
waistcoat, swims to a point fifty yards away, towing a mate, and 
on the return the two change places. 

As it is impossible to prevent the towed ones from sculling on 
the sly, and thus helping their companions, sculling should be 
permitted, but the leg kick of the one towed must be absent. 

Crocodile Race 

Two teams of even numbers line up behind their captains, each 
keeping his hands on the hips of the man in front, and, with the 
exception of the first man, all swim by the power of the leg kick. 
Place the person with the strongest kick last, so as to keep the 
line unbroken. 

Hill Dill or Pom Pom Pull-Away 

This game can be played only in a tank about thirty feet wide 
and in the deep end. Every one but the person who is "it" lines 
up on one side. The one who is "it" calls "Hill dill !" when every 
one must plunge across. Whoever is caught before he touches 
the other side helps catch others on the return plunge and so on 
until all are caught. 



AQUATICS 167 

Alligator Race 

Two teams line up on their backs, each swimmer clasping the 
man behind around the head or neck with his feet. All swim 
with sculling motions of the hands, except the last man who can 
use his legs to kick. Place the best kicker last. 

Egg and Spoon Race 

From a standing or water-treading start, each contestant places 
a dessert spoon handle in his mouth, with a hardboiled egg in 
the spoon. The first to arrive with the egg in the spoon wins. 
Any contestant who permits his egg to fall out of the spoon is out 
of the race. 

Candle Race 

The contestants line up opposite a row of candles, with matches 
beside them, placed on the far edge of the tank. At the word 
"Go" the swimmers start for the other end, and, upon arrival, 
light their candles and swim back. 

Hand Paddlers' Race 

Four or five persons, seated in a canoe paddle with the hands, 
on both sides of the canoe. The endeavor should be to strike all 
in unison, and with both hands at the same time. Lean over 
with a shoulder on each gunwale. 

Four Style Race 

Contestants swim four lengths of the pool, changing style each 
length, thus: (i) broad stroke on breast; (2) crawl or trudgeon; 
(3) English overarm or side underarm ; (4) alternate overarm or 
double overarm on back. 

Pick-a-Back Wrestling Contest 

The water should be up to the armpits for this contest. Two 
men stand in the water, each having a man astride of his neck. 
The riders endeavor to unhorse each other, while the under men 
try to maintain a firm balance by active foot work and judg- 
ment. The upper man will lock his feet behind his "horse's" back 
while the "horse" will wrap his arms around his rider's shins. 



i68 LEADERS MANUAL— PIONEERS 

Use of Barrels 

Special barrels, well painted with aluminum paint and tethered 
either to the shore or pier, make a great deal of fun for the 
swimmers. If so desired, they can be anchored out away from 
shore, either at one end or both. A swivel should be used at the 
fastening on the barrel, so as to allow the barrel to turn very 
freely. One of the most exciting of aquatic sports is to see who 
first out of a group can ride the "bucking barrel.'* 

Use of Tubs 

Good wooden tubs are inexpensive and contribute to the 
smaller boys' enjoyment. If sunk when not in use, they will last 
an entire season. Tilting from tubs, boxing from tubs, and tub 
races, using hands for paddles, are all great fun. 

A Whale 

No camp should be without a whale. For real vigorous sport 
in the water, a whale hunt is in the lead. Any dry, light log, 
eight feet long and eight to ten inches in diameter, will do. Bore 
an inch hole through each end, about four inches from the 
extreme end, and drive through a piece of good broom handle so 
it will stick out ten inches on both sides of the log. These stocks 
should be so placed that one is parallel and the other perpen- 
dicular to the water line. The whale is towed out and placed 
halfway between the goals. Each team, of which there may be 
two or four, is given a stout rope, twelve feet long, and stationed 
in a boat at its own goal. At the given signal all paddle for the 
whale, tie on as best they can (some contestants in the water, 
some in the boats), and begin to pull the whale to their respective 
goals. Team work wins the game invariably, not strength or 
expertness in rowing or swimming. 

The Trail of the Slippery Rail 

Suspend a long, straight, peeled sapling over the water, and 
encourage the boys to endeavor to walk it. Interest may be 
added by placing at the far end an apple or some such visible 
encouragement. In one camp the rail is fastened at the butt end 
to the pier with iron bands and is not supported at the far end. 
Besides being slippery it wiggles and furnishes great fun at no 
expense whatever. 



AQUATICS 169 

Making Jousting Poles 

An excellent pair of jousting poles may be made by padding 
the little ends of two stout bamboo fishing poles twelve feet long. 
Don't make the padding too long, so as to make the pole clumsy 
or heavy on the end. Cover the pad with rubber cloth and bind 
to the pole with electrical tape. Make certain there is no pos- 
sibility of the pole end itself getting through and injuring some 
one. 

Water Basket Ball 

This is a popular game. Baskets can be made of hoops, or even 
of green hickory saplings. These should be placed on poles five 
feet above the water line and forty feet apart. The game is 
played in many different ways, all of which are variations of the 
regular basket ball game. Make rules that fit your conditions. 

Water Baseball 

This is great fun on a level sandy beach, where the water does 
not exceed three to four feet in depth. The bases and pitcher's 
box are marked by anchoring blocks of plank at the desired spots. 
In each block a hole is bored and a small red flag on a stout stick 
two feet long is inserted. Everything counts, and regular rules 
so far as practicable are used. Five innings are a game. A light 
runner ball is used and is batted with the open hand. 



SECTION 3 
SUPERVISION 

A. Supervision in Camp 

Water activities help to create good spirit and enthusiasm. 

Whenever possible, the camp should provide a supervised 
aquatic program. This program should include some spectacular 
stunts, but its primary object is to provide healthful exercise, 
good fun, and instruction in which all can take part. 

Camp water activities should be in charge of a competent 
Christian director of aquatics — not a school or college "star," 



170 LEADERS MANUAL— PIONEERS 

chosen because he happens to have won a medal or .two. Being 
a speed artist doesn't necessarily qualify a person to teach or 
direct an aquatic program. The director of water activities 
should have a committee who will assist in planning and carry- 
ing out the aquatic program. 

The Aquatic Director's objective should be, "Every camper a 
swimmer and every swimmer a life-saver." He can accomplish 
this through a program which will include: (i) Mass and indi- 
vidual swimming and life-saving instruction ; (2) the promotion 
of water activities, such as meets, exhibitions, and life-saving 
demonstrations. 

A life-saving corps should be organized, the captain of which 
should be a member of the water activities committee. Red 
Cross honors may be won and information can be obtained from 
the First Aid Division, American Red Cross, Washington, D. C. 

A preliminary test should be given each boy in camp, and his 
swimming and rowing ability recorded and kept on file. The 
aquatic program should include a day's order, in which the boys 
enter the water to swim at stated hours, always under the 
supervision of a leader. In addition to the leaders in the water 
with the boys, the life-saving corps or a patrol boat in charge of 
a competent leader should be on hand. It is also a good plan to 
assign a leader to watch for the least sign of distress on the part 
of any swimmer. A leader should also assume the supervision 
of the boats and no boy should be allowed their use without per- 
mission. The lifeboat should be used for no other purpose. 

Sailboats and canoes should not be encouraged without quali- 
fication tests and expert leadership. 

If on the seacoast, large boats are demanded for the safety of 
the boys. The ordinary fisherman's dory is a satisfactory boat. 
Boats for lake use should be of the skiff type. 

Boat moorings are especially desirable on tidewater, and care 
must be exercised that boats do not pound against each other or 
drag their anchors. Pulleys are attached to mooring buoys with 
ropes to pull the boats out and back. 

Generally an early dip is allowed before breakfast. Eleven 
o'clock is a good time for the regular morning swimming period. 
Another period should occur at about four o'clock in the after- 
noon. Swimming after dark should be discouraged. A whistle 



AQUATICS 171 

should be used as a signal and strict obedience insisted upon. 
Three sharp blasts is life-savers' call and all out. 

B. Supervision of Indoor Swimming Pools 

The general supervision of the pool and its equipment must be 
assigned to a person who thoroughly understands its operation. 
The Director of Aquatics should be a man of Christian character, 
initiative, and technical training. His function is to promote an 
active interest and participation in swimming and life-saving. 
His objective should be, "Every person a swimmer, every swim- 
mer a life-saver." 

Suggestions 

Any person who has been exposed to or is suffering from a 
communicable disease, such as typhoid fever, diphtheria, scarlet 
fever, and measles should report the facts concerning the exposure 
to the person in charge of the pool and should not use the pool 
until permission is obtained from the proper authorities. 

Every person should take a thorough shower bath with the 
use of soap before entering the pool. 

Persons found polluting the water with their body discharges 
should be excluded from the pool. The trough along the side of 
the pool is provided as a place to expectorate. 

The water in the pool can be purified and made safe for bathing 
purposes, but it is not drinking water; therefore, bathers should 
be warned against swallowing any pool water taken into the 
mouth. 

No boy should be allowed in swimming unless someone in author- 
ity is in charge. 

No one should be allowed to jump or dive from balconies or 
roof supports. 

In diving, the hands should always be in a position to protect 
the head and face. 

Things the Leader Should Know 

Aquatic sports are without doubt among the best and most 
popular, but it is a surprising fact that there are more wrong 
notions held regarding swimming than any one other known 
sport. 



172 LEADERS MANUAL— PIONEERS 

Cramps: First and foremost; it is a wrong idea that most of 
the swimmers who drown are victims of cramp, when as a matter 
of fact the only form of cramp that necessarily results fatally is 
a contraction or cramp of the bowels. This, however, is very 
rare. Cramps of the muscles in the arms or legs, while painful, 
do not last long and are not necessarily dangerous. If attacked 
in this manner, turn on the back, float, and if possible pull and 
work the affected part. As a safeguard against any such emer- 
gency, it is well to practice swimming on the back with different 
arm and leg movements. 

Heart Disease: The principal causes of drowning — commonly 
attributed to cramp — are heart disease and apoplexy. Persons 
with heart disease are especially liable to sudden death due to 
the shock of plunging into cold water. 

Temperature: The body should not be allowed to cool before 
entering the water. One should never enter the water unless 
the body is in a glow, not sweating. Do not enter if body is 
chilled, overheated, or exhausted. Allowing the body to become 
chilled wastes energy and removes nature's protection against 
shock. Again, the exhilaration due to healthy reaction is lacking 
if the body is allowed to cool before the plunge. 

Indian Method: An Indian coming to a bathing pool, after 
stripping and before entering the water, vigorously rubs the pit 
of his stomach with the dry palms of his hands. This takes about 
one minute, then he dashes cold water all over the abdomen 
and continues the rubbing for another minute, then plunges 
into the water. 

After Eating: One should never enter the water within an hour 
or two after a hearty meal, as the stomach during that period is 
utilizing the blood to aid the process of digestion. 

Rise Three Times: The old fallacy that insists that a drowning 
person must rise to the surface three times and then drown is as 
groundless and senseless as many others. The number of times 
the drowning person may rise to the surface is determined by 
and depends upon the strength of the individual, and whether 
or not the lungs can be filled with air each time the head comes 
up out of the water. 

Knockout: The stories told of rescuers who knock their vic- 
tims unconscious before going ahead with the rescue are often 



AQUATICS 173 

untrue. Such a feat would be rather difficult, because, in the first 
place, few swimmers know where to place the knockout blow. 
Then again, both the rescuer and his victim are surrounded by 
a yielding substance which offers nothing to back up the blow. 
Deformity. Deformity or loss of limbs is no impediment to an 
am.bitious person. Mr. C. C. Desaulneirs, of the Boston, Mass,, 
Y. M. C. A., whose left arm is amputated at the shoulder, is an 
all-round swimmer and athlete and as a fancy diver and skater 
has won many prizes. 



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AQUATICS 179 

SECTION 5 

BOOKS ON SWIMMING 

"And he shall spread forth his hands in the midst of them, as he 
that swimmeth spreadeth forth his hands to swim" — Isaiah 2y.11. 

1528 Colymbetes (The Swimmer), or the Art of Swimming 

— Nicholas Winman 
1555 History of Swimming — Olaus Magnus 
1587 Swimming — Everard Digby 
1678 Feats of Swimming and Diving performed by the Ancients 

— Nathaniel Wonley 
1734 Universal Lexicon — Zedler 
1757 The Specific Gravity of Living Men 

— John Robertson, F.R.S. 
1786 Art of Sw^imming Made Safe and Easy 

— Benjamin Franklin 
1818 The Art of Swimming — /. Frost 
1823 Swimming in Peace and War — Vicomte de Courtivron 
1 86 1 Swimming — Ralph Harrington 

1866 Swimming — Edwin Tenney Brewster 

1867 Manual of Swimming — Charles Steadman 
1875 The Art of Swimming — Captain Matthew Webb 
1883 The Swimming Instructor — William Wilson 

1888 Complete Instructor (in card form) 

— Professor Hobson Bocock 

1889 Swimming and Life Saving — Captain W. D. Andrews * 

1890 Swimming — Martin Cobbitt 

1890 The Swimming Handbook — Sinclair and Cook 

1 891 Life Saving Handbook — Sinclair and Henry 
1893 Swimming — Sinclair and Henry 

1896 How to Teach Swimming in Class 

—Rev. C.W.A. Brooke, M.A. 
1899 How to Swim — Captain Davis Dalton 

1902 Swimming — T. J. Riley 

1903 Swimming — Edwin Sandy 

1904 Swimming — Ralph Thomas 

1904 A. B. C. of Swimming — Wycil, N. Y. 
1906 The Art of Swimming — Richard Nelligan 



i8o LEADERS MANUAL— PIONEERS 

1909 Swimming — Sheffield 

1910 At Home in the Water — G. H. Corsan 
1916 Modern Swimming — /. H. P. Brown 

1 91 6 Life Saving — G. F. Goss 

How to Swim — Sterrett — Spalding Library 
Speed Swimming — Daniels — Spalding Library. 

Magazines 
Mind and Body 
Physical Training 

American Physical Education Review 
Outing 
Country Life 



CHAPTER XV 

GROUP AND MASS GAMES 

Edited by Geo. O. Draper* 

Training Secretary, Physical Bureau, 
National War Work Council 

Section i. Mass Games 
Section 2. Relay Races 
Section 3. Stunts 

Play is the one thing for which the boy finds a continuous and 
insatiable appetite. He had rather play than eat, and any activ- 
ity which interferes with his play is absolutely unpopular. Boys 
should rejoice in the fact that folks are beginning to recognize in 
play vital and necessary elements of growth — physical, mental, 
and social. What used to concern parents and be a source of 
continuous worry and annoyance is now recognized as not only 
very desirable but essential. 

Is there a boy who does not enjoy matching his skill and endur- 
ance through play with that of his companion? The country 
boys gather behind the barn when the opportunity offers and 
play "Duck on the Rock," "Run, Sheep, Run," or some other old 
familiar game. The city boys, when getting together in their 
parks and streets, play "Tops," "Red Rover," or some other jolly 
good game. It is an unfortunate boy indeed who does not have 
the opportunity to express himself through play. It is an abnor- 
mal boy who does not desire to play. There are many games, 



* Acknowledgment. This compilation of games has been carefully selected from 
material used and contributed by Y. M. C. A. Physical Directors, Army Recrea- 
tional Directors, Public School, College, and Playground Directors, whose generous 
cooperation has made possible this collection. 

The compiler acknowledges this indebtedness and expresses his appreciation to 
those contributors and to E. P. Brandon, who prepared the chapter on group games 
for the Canadian Manuals. 



i82 LEADERS MANUAL— PIONEERS 

good and bad. Some are popular in some sections of the country, 
some in others. It is the object of this chapter on games to 
make available for all sections of the country good games of 
proven worth. All of these games have been tried and have 
proved worth while. They have given hours of pleasure to 
boys. 

They require no special equipment. They are available to 
everybody under almost any kind of circumstances. The}^ are 
so simple that they can be led by any novice, and they contain 
those elements of happiness necessary to successful play. 

The tendency in the present age is toward specialization. This 
specialization has led our play life into the realms of professional- 
ism, and denied play to the novice. 

Another element accompanying play which flies the danger 
flag, and probably more than any other thing has prejudiced the 
minds of many people against it, is commercialism. Commer- 
cialism also fosters specialization, and the tendency towards it 
must be discouraged. People should play for the love they have 
for play and not for any remuneration, whether it be money, 
clothing, or costly prizes. Prizes tend to create specialization 
and to eliminate the less skilled. The backward boy, or the boy 
who is classed as non-athletic, can be taught to enjoy play by 
the use of these simple play games. 

"Play develops sportsmanship, courage, self-control, ability for 
true and quick decisions, and many other qualities that stamp a 
boy as a trained, well-organized individual." The boy who can 
play the game fairly, keep his temper, and use judgment, is de- 
veloping qualities fundamental to his life. One who loses his 
head (to use a slang expression) in the game, is at the mercy of 
his opponent as well as is the individual who loses his head in 
business. 

The boy who plays fairly, even though his opponent be using 
unfair methods, wins admiration, develops self-control, self- 
confidence, and fairness — qualities which will immediately find 
a place for him in the world of affairs. Winning is incidental — 
character-building is of supreme importance. 



GROUP AND MASS GAMES 183 

I. MASS GAMES 
. A. CIRCLE GAMES 



QQ 



Lock Arm Tag (i) 

Players are arranged in pairs in a circle. 
The players in each pair lock inside arms and , 

place the outside arm on hips. There should ^J^ C^ 

be a distance of at least three feet between ^ O 

each pair. Two players are selected. One is 

"it" and chases the other. The player being ^ 

chased can link arms with either man in any f) vj 

pair in the circle. This makes three men.rk Q 

The man who has an opposite arm is then ^ 

subject to being tagged by "it." Players are | 

allowed to run through or around the circle r-N ^ 

in either direction. A man upon being ^^ qK 

tagged can immediately tag back, but as * ^ 
soon as he has linked arms with any one of OO ^ 

the players in any pair within the circle, he j^^^^ ^^^ 2^ 

is not subject to being tagged. 

Three Deep Tag (2) 

Players are arranged in pairs as in the previous game with the 
exception that the pairs are arranged with one player standing in 
front of the other. The game proceeds as in No. i, but instead of 
linking arms, the man being chased steps in front of one of the pairs 
of players which makes that group three deep. The back man in 
that group is the man then chased by "it." 



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i84 LEADERS MANUAL— PIONEERS 

Broncho Tag (3) 

Players are arranged the same as in three deep. The last man in 
the pair grasps the man standing in front of him about the waist and 
by twisting him about tries to prevent the man being chased from 
getting in front of him. The front man tries to catch and hold the 
man chased. If the man succeeds then the third man in the group is 
subject to being tagged as in three deep. 

Swat Tag (4) 

Equipment Needed: Knotted towel, stick, rope, sneaker, belt, or 
swatter. The players are arranged in a circle with their hands behind 
their backs and their heads bent forward with their eyes on the 
ground. A man is selected to be "it." He runs about the circle with 
a swatter in his hands. He places it in the hands of one of the men 
in the circle. This man turns upon the man who stands at his right 
in the circle and begins beating him with the swatter and continues 
beating him as he chases him about the circle to the right until he 
comes again to the point in the circle he left. The chaser then runs 
about and places the swatter in the hands of some other man and the 
game proceeds as before. Hitting on the head is prohibited. 

Circle Jump (5) 

Equipment Needed: Rope with weight at the end or a bamboo stick. 
One man takes his place in the center of the circle with the rope or 
stick in his hands. The men forming the circle join hands. The 
center man swings the rope or stick about the circle under the feet 
of the men, who are expected to jump over same as it passes beneath 
them. If any player in the ring steps on the stick or rope or stops its 
progress, he must take his place in center and relieve the man there. 

Object Tag (6) 

Equipment Needed: A ball or some other easily handled object. 
Players are arranged in a simple ring. A ball is placed in the hands 
of one of the men forming the ring. A man is selected to be "it." 
He takes his place in the ring and endeavors to tag the basket ball. 
The men in the ring, by passing it in either direction, try to keep the 
ball from being tagged. The men are not allowed to skip more than 
one man in passing the ball about the circle. The penalty for skip- 
ping is that the one passing last shall become "it." If "it" succeeds 
in tagging the ball the man who last passed same takes his place. 
The ball is always in play whether it be on the ground outside the 
circle or in the hands of the players. 

Breaking Prison (7) 

Players are arranged in a circle with hands joined. The prisoner 
takes his place in the center of the circle and tries to get out by 



GROUP AND MASS GAMES 



185 




Mount Ball 



breaking the bars (clasped hands) or by going over or under these 
barriers. Should he escape all other players give chase. The one 
catching him becomes the prisoner. Prisoners are not allowed to 
rush more than two strides in attempting to break through the lines. 

Mount BaU (8) 

Egiiipment Needed: One hall or bean bag. 
No 2's mount astride the backs of No. I's and 
are given the basket ball. The riders en- 
deavor to pass the basket ball back and forth. 
The players being ridden (the Bronchos) en- 
deavor by jum.ping and bucking to cause the 
riders to miss catching the ball. If the ball is 
dropped upon the ground, the Broncho of the 
player that dropped the ball picks it up and 
endeavors to hit the rider with it. (Caution — 
Bronchos should keep their positions in the 
ring. The riders are free to run anywhere to 
avoid being hit.) If he succeeds, then the 
riders become the Bronchos and the Bronchos 
are given the ball and the game proceeds as 
before. Heavy men should be paired together 
in this game. 

Dodge Ball (9) 

Equipment Needed: One or more basket 
halls and a stop-watch. It is well for this game 
to have a lime circle marked upon the field. 
This should be large enough so as to allow all 
of the players to stand on same with plenty 
of room to throw the ball. Players of team 
one take a position on the outside of the line. 
Players of team two take their places inside of 
the circle. The object of the players on the 
outside of the ring is to hit with the ball the 
players within the ring without stepping into 
the circle. A player may step into the circle 
to recover the ball, but must either pass the 
ball or step outside of the circle before throw- 
ing it at an opponent. As soon as a player 
is hit he must drop outside of the ring. The 
man in the ring can move freely about, en- 
deavoring to keep from being hit. After all 
the men in team one have been hit out of the 
circle the teams change. No. 2 taking the 
place inside, No. i outside. Record is taken 
of the length of time it required team tv/o to 
hit team one out of the circle. If team one Dodge Ball 




i86 LEADERS MANUAL— PIONEERS 

succeeds in hitting team two out in a shorter time, it is awarded the 
game. Modification — After a certain period of time the second bas- 
ket ball can be put in play if desired. This speeds the game up 
considerably. 



Circle Chase (lo) 

The group form a circle and are counted off in fours. The leader 
takes his place in the center of the circle. He calls any number from 
one to four and the men holding the number called by the leader 
step back and run around the outside of the circle to the right, 
endeavoring to tag the man who stands in the circle on his right. If 
he succeeds in tagging him he takes his place in the circle. The man 
tagged must go to the center of the circle. The one who eliminates 
the largest number of players wins the game. 



Spinniiig the Him (ii) 

Participants should not exceed 24. Players assume a sitting 
position (as close together as possible), with their feet toward the 
center of the circle. A pla^'-er (the Hun) stands in the center of the 
circle. He makes himself as rigid as possible with his hands close to 
his sides. He falls into the hands of one of the men in the circle. 
This man passes him on to the next, who passes him on to the next, 
and so on. The man is spun around the circle. His feet are always 
on the ground, pivoting in the center. (It is well to select a light 
man to be spun.) If a man allows the Hun to fall he must take his 
place inside the circle. 

Numbers Change (12) 

The players stand in a large circle and are numbered consecutively. 
One player takes his place in the center. He calls two numbers and 
the players whose numbers are called must change places while the 
center player tries to secure one of their places. The player whose 
number is first called does not move until after the second number is 
called. The one who is left without a place replaces the center player. 

Pull into Circle (13) 

A small circle should be marked upon the ground. Players are 
arranged around the circle facing in with joined hands. At the signal 
to start the players endeavor to make their neighbors step inside of 
the circle with one or both feet. If successful that individual drops 
out. As soon as the circle of men becomes too small to fit around 
the outside of the ring marked on the ground the line is reformed and 
the game starts over. 




GROUP AND MASS GAMES 187 

Circle Stride Ball (14) 

The boys all but one form a 
circle, standing in a stride position, 
with feet touching those of the 
next boy, making a barricade fori 
the ball. The odd boy stands in 
the center and tries to throw the 
ball outside of the circle between 
the feet of the players. Those in 

the circle try to prevent the pas- ^. , _^ „ „ „ 

sage of the ball using only their ^'''\' ^^'"^' ^^^^ 

hands for this. The play continues until the boy in the center suc- 
ceeds in sending the ball through the circle, when he changes place 
with the boy between whose feet the ball passes. The players must 
not move their feet, but in returning the ball to the center boy, it 
may be thrown at different parts of the circle, taking other players 
off their guard, thus aiding the center player. 



B. TAG GAMES 

Chain Tag (15) 

The base line is at one end of the field of play. One player Is 
appointed to be "It." He endeavors to tag another player. The 
player when tagged joins hands with "it" and the two endeavor to 
tag other players. Every player tagged must join hands with the 
others in a line between "it" and the player first tagged by "it." 
These two players at the end of the line are the only ones who can 
tag other players. If any of the other players succeed in breaking 
the line by breaking the grasp of players in the line, the men who are 
not In the line have the privilege of chasing those who made up the 
line back across the base line, slapping them below the belt as they 
run. Behind the base line the chain is again formed and the game Is 
continued. 

Cross Tag (16) 

A man is selected as "it." He starts chasing another man. He 
must continue chasing that man until he either tags him or some 
third party runs betw^een him and the man he is chasing. Then "It" 
must chase the man who crossed the path. 

Turtle Tag (17) 

One, two, or three men can be selected as "it," depending upon 
the size of the group. Those who are "It" endeavor to tag others. In 
order to keep from being tagged players must lie upon their backs 



i88 



LEADERS MANUAL— PIONEERS 




first pcfsition. 



on the ground with neither feet nor hands touching the ground. So 
long as they are in this position they cannot be tagged by "it." 

Ostrich Tag (i8) 

In order to be safe the player must be 
standing on one foot with opposite arm 
under knee of same side, hand grasping nose. 
This may be made more vigorous by allow- 
ing the one who is "it" to take one push at 
any man in this position and if he breaks 
his position he is subject to being tagged 
Ostrich Tag until he again assumes the position. 

Maze Tag (19) 

All but two of the players stand in parallel lines or ranks, one 
behind the other, with ample space between each two players and 
each two ranks. All the players in each rank clasp hands in a long 
line. This will leave aisles between the ranks and through these a 
runner and chaser make their way. 

The sport of the game consists in sudden 
changes in the direction of the aisles, 
brought about by one player who is chosen 
as leader and stands aside, giving the com- 
mands, "Right face!" or "Left face!" at his 
discretion. When one of these commands 
is heard, all of the players standing in the 
ranks drop hands, face in the direction 
indicated and quickly clasp hands with the 
players who are then their neighbors on the 
right and left. This brings about a change 
of direction in the aisles and therefore neces- 
sitates a change of direction in^the course of 
the two who are running. 

The success of the game depends largely 
upon the judgment of the leader in giving 
the commands, "Right (or left) face!" They 
should be given quickly and repeatedly, the 
leader often choosing a moment when the 
pursuer seems just about to touch his victim, 
when the sudden obstruction put in his way 
by the change in the position of the ranks 
makes necessary a sudden change of direc- 
tion on his part. The play continues until 
the chaser catches his victim, or until the 
time limit has expired. In either case two 
Maze Tag new players are then chosen from the ranks 

to take the places of the first runners. 

It is a foul to break through the ranks or to tag across the clasped 
hands. 



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GROUP AND MASS GAMES 189 

Number Tag (20) 

Equipment Needed: An old soft playground hall or basket hall. A 
small circle (three feet in diameter) is marked in the center of the 
field of play. Each player is given a number. The game is started 
by one of the players dropping the ball in the circle and calling a 
number. The one whose number is called picks up the ball and 
commands, "Halt!" All players must stand fast upon hearing the 
command. He endeavors to hit a player with the ball. If he suc- 
ceeds, the player hit picks up the ball, commands "Halt!" and 
attempts to hit some one else. The game continues in this way until 
some one misses. The player who misses hitting another has one 
point recorded against him and must take the ball to the circle and 
start the game again by calling a number. If a player has two 
misses checked against him, he is penalized. The penalty is for that 
player to run the gauntlet. All the other players line up in two 
columns, facing each other. The penalized player must run between 
these columns while the players forming the lines are given the 
opportunity to slap at him from behind as he runs by. The penal- 
ized player is given the ball and the game is continued. 

Double Number Tag (21) 

Equipment Needed: One basket hall or indoor baseball. Similar to 
number tag, with the exception that each number is assigned to two 
individuals. These individuals are known as partners. When a 
number is called either partner may pick up the ball and endeavor 
to hit others directly or else pass the ball to his partner, who may 
either hit a player or return the pass. If in making a pass the ball is 
not caught by the partner it counts the same as a miss. There is no 
limit to the number of times the partners may pass the ball between 
them. If any player is hit with the ball he may immediately en- 
deavor to hit another player or pass to his partner. In this game only 
misses count against the player. Two misses result in a penalty. 
Both partners have to run the gauntlet to pay their penalty, whether 
it has been earned by an individual or collectively. The game is 
then renewed by one of the penalized partners dropping the ball in 
the circle and calling a new number. 

Mount Tag (22) 

Similar to Turtle Tag, with the 
exception that a player can escape 
from being tagged by leaping upon 
thebackof another player. Neither 
the man on the back nor the man 
who is carrying him are subject to 
being tagged. 

Mount Tag 




190 LEADERS MANUAL— PIONEERS 

C. TUGGING AND THROWING GAMES 

Line Wrestling (23) 

A line is marked upon the field. Teams draw up on each side of 
the line, facing each other. Object — to pull the opponent across the 
line. At the command to go the men try to pull opponents across 
the line. When both feet of a man cross the line he becomes a cap- 
tive and is out of the game for that trial. The team which has suc- 
ceeded in pulling over the most men at the end of two minutes wins. 
The best two out of three pulls, to determine the best team. 



Hot Rice (24) 

Equipment Needed: One baseball bat or club, one indoor baseball. A 
player takes the bat and ball in a position centrally located in the 
playing space. All other players spread out on the floor around the 
man with the bat. The man with the bat starts the game by batting 
the ball in any direction. Any player who can get the ball, immedi- 
ately throws it at the man with the bat. The batter tries to bat 
the ball, thus protecting himself from being hit. If any part of his 
body is hit by the ball the man who last threw it is entitled to take 
the bat. If the batter should bat the ball and one of the other players 
should catch it, that player would also be entitled to bat. The man 
with the bat endeavors to prevent himself from being hit by placing 
as much distance between himself and the thrower as possible, either 
by running from the ball or hitting the ball from him. Upon being 
hit, however, he immediately drops the bat and the man who threw 
the ballibecomes the batter. All may run about with the exception 
of the man with the ball. He must throw from the position where he 
picks it up. 



Duck on Rock (25) 

A flat rock is placed upon the ground 15 yards in front of a line. 
Each competitor is given a tin can, block of wood, or a small rock 
and in turn throws from behind the line endeavoring to have his 
missile land as near the flat rock as possible. The one whose missile 
is the greatest distance away from the flat rock is "it." He places his 
missile (which is called the "duck"), on the rock, and the other com- 
petitors endeavor to pick up their missiles and run back across the 
line without being tagged by "it." If tagged they become "it" and 
must place their missiles on the rock. As soon as the competitors 
have crossed the line they endeavor to knock the duck from the flat 
rock by throwing their missiles at it. If successful they are allowed 
free return passage to the line and the individual who was "it" must 
replace his duck on the rock before he can tag any of the competitors 
in their endeavor to race back to the line. 



GROUP AND MASS GAMES 



191 



Comer Ball (26) 

A space about thirty feet long and 
twenty feet wide is needed for the game. 
(See Figure.) A line (i) divides this into 
two equal parts. At each corner is a base. 
Each party forms in a straight line about 
eight feet from the line. Two members of 
each party take positions in the bases on 
the other side. Number one of the first 
party then throws the ball over the heads 
of the second party, to one of his fellows on 
either of the bases. If he catches it, he 
throws it back. The opposing party tries 
to intercept the ball and, if successful, gains 
one point. The play then continues, the 
other side throwing the ball. 

The rules of the game are: 

1. The members of each party may 
move about freely in their space. 

2. No member may cross the line. 

("Mind V. Body," Vol. V.) 



>C X X XXX 



o o o o o o 



^ 



Corner Ball 



Long Ball (27) 

Equipment Needed: A playground hall and bat. Two parallel lines 
60 feet apart should be made. One line is called "home" and the 
other "third base." The pitcher's box is half way between the two 
lines, or it may be placed 35 feet from each line (having two boxes). 
The player is put out either by being hit with the ball thrown by an 
opponent or by the regular rules of indoor baseball. 

Guess Ball (28) 

Equipment Needed: One basket ball. Teams line up behind a cer- 
tain line. One person is "it" and stands about 25 feet in front of 
players, with his back to them. Some man throws the ball and tries 
to hit the fellow standing in front. If successful in hitting the one in 
front, the one in front tries to guess who hit him. If he guesses the 
right man, he takes the place of the one who hit him; if not, he takes 
another turn in being "it." But if the one who aims for the one in 
front misses, the thrower is "it" and must go out in front, and so on. 

Hand Baseball (29) 

Equipment Needed: One light rubber or tennis ball. The game is 
similar to regular baseball with the exception that instead of batting 
the ball with a bat, the open hand is used. One or three bases can 
be used according to the number of players. The fielders can put 
a base runner or batter out as in regular baseball by hitting said 
batter or base runner when he is off or between bases. 



192 



LEADERS MANUAL— PIONEERS 



Horseback Wrestling (30) 

In this game one-half of the men will be riders and the other half 
horses. The rider, when astride his horse, will use nothing but his 
legs as his support during maneuvers. His hands will at all times be 
kept free and will not touch the horse. It will be the object of the 
horse to balance his rider properly, so that at the word "Go" two rid- 
ers can come to combat in a form of wrestling, with the object of 
dismounting one another. The winners are later assembled for 
competition among themselves. This game may also be reversed by 
having the riders become the horses as soon as one has been successful 
■in dismounting the other. A bout is won and ended when any part 
of the opponent's horse or rider touches the ground, except, of 
course, the feet of the horse. 



D. CHASING GAMES 

Stealing Ammunition (31) 

Equipment Needed: A number of short sticks, stones, or some such 
articles. The ground is divided into two equal parts with a small 
goal marked off at the rear end of each part in which these sticks are 
placed. Each player who reaches the enemy's goal safely may carry 
one stick to his own goal and may not be caught while carrying it 
back. If caught in the enemy's territory before reaching the goal, 
the player must remain a prisoner in the goal until touched by one of 
his own side. Neither may he be caught while returning. Any 
player may catch any opponent except under the rule just stated. 
No ammunition may be taken by a side while any of its men are 
prisoners. The game is won by the side gaining all of the ammunition. 

BLACK GOAL -,, , , ^tn-'x / \ 

Black and White (32) 

Equipment Needed: A pasteboard or 
wooden disk about 4" in diameter, white on 
one side and black on the other. Two base 
lines, parallel with each other and 50 feet 
apart, a center line parallel with the base 
lines and half way between, are marked on 
the field. Players on opposing teams line up 
back to back on each side of the center line 
with a space of 6 feet between the lines. One 
team is called "White," the other "Black." 
The disk is thrown into the air by the official. 
If the white* side turns up, the "White" 
team chases the "Black" team across their 
base line. Every man tagged by the 
"White" team men, joins the "White" team. 
The two teams line up as before, the disk is 
WHITE GOAL again thrown and whichever side comes up, 

Black and White that team endeavors to tag its opponents 




GROUP AND MASS GAMES 193 

before they can run across their base line. The team having the 
largest number of players at the end of a game wins. 

Marching Tag (33) 

Two base lines 50 feet apart. The group is broken up into two 
units. These units form in company front behind their base lines, 
facing each other. Unit No. i marches forward in this formation 
and continues so to march until a whistle is blown. The whistle is 
the signal for Unit No. i to break ranks and run back to its base line 
before the men forming Unit No. 2 can tag its members. No. 2 men 
cannot leave their base line until the whistle is blown. Every man 
tagged before crossing his base line must line up with No. 2. Unit 
No. 2 then marches forward until a whistle is blown and is chased 
back behind its base line by Unit No. i. The line having the largest 
number of players after an equal number of trials wins the game. 

Steal the Flag (34) 

Equipment Needed: A small stick two feet long. 
{This may have a flag attached if desired.) Two 
base lines are drawn parallel and 50 feet apart. 
Players on opposing teams line up behind the two 
lines, facing each other. A captain is selected. 
Each team sends out one representative to the 
center of the field, where the small stick has 
been stuck into the ground in a vertical position. 
The object of each man who has been sent to the 
center is to grasp the stick and get away behind 
the base line before he can be tagged by the 
opponent. If he succeeds it counts one point for 
his team. If he is tagged by his opponent, it counts -^^^a^ the Flag 

one for the opponents. Either man has the privilege of grasping the 
stick and attempting to return with it to his line. The stick is 
immediately stuck up in the center field and each captain selects 
another of his team to send forward to capture the stick the second 
time. The game is continued until each man has had equal oppor- 
tunity to steal the stick. 

Prisoners' Base (35) 

Two lines are drawn parallel and 50 feet apart, known as base lines; 
a 5-foot square behind each line serves as prison. The teams line up 
one behind each line. One or more players from either team leave 
the base line and run toward the opponent. One or more members 
of the opposing team rush out and try to tag them before they return 
to their base lines. The last player to leave the base line may tag 
any opponent and is only subject to being tagged by an opponent who 
has left the base line later than he did. A player may run back 
across his own base line and immediately enter the field of activity 
again in an effort to tag an opponent before he can return to his own 




[94 



LEADERS MANUAL— PIONEERS 



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base line. As soon as a player is tagged by 
an opponent he is taken to prison behind the 
opponent's line. A captor is given free 
passage back with his prisoner to the base 
line. Prisoners stay within the prison until 
one of their team-mates succeeds' in tagging 
them without previously being tagged by an 
opponent. When a prisoner is released from 
the prison free passage is given to the one 
who succeeded in releasing him. The team 
having the most prisoners at the end of a 
given time wins the game. 



Prisoners* Base 



Run Sheep Run (36) 

Two captains are chosen who in turn alternately choose players 
for their team. One team becomes a searching party and remains at 
the goal, while the other team goes out with its captain, who directs 
the various individuals where to hide, after agreeing with his party 
on a series of signals to be used, as described below. When all are 
hidden, this captain goes back to the searchers, who at once start 
out on a hunt under the direction of their captain, who may divide 
or dispose of his party as he sees fit. The captain of the kiding party 
remains with the searchers, calling out- signals to his hidden men 
which shall enable them to approach nearer to the goal by dodging 
from one hiding place to another, always trying to keep out of sight 
of the searchers. Neither party, however, may run to the goal until 
his own captain shouts, "Run, Sheep, Run." The captain of the 
hiding party is generally the first one to give this signal and he does so 
whenever he thinks his men are well placed to make the goal. The 
captain of the searchers naturally gives the signal to his men as soon 
as he hears his competitors give it, as "the game is won by the party 
of which one player first reaches the goal. Should any member of 
the searching party catch sight of an opposing player before all run 
to the goal, he tells his captain, who at once shouts, "Run, Sheep, 
Run." Any signals may be agreed upon between the captain of the 
hiding party and his men. The following are examples: One whistle, 
meaning "Keep low"; two whistles, "Push to the left"; three whis- 
tles, "Danger"; four whistles, "Push to the right"; five whistles, 
"Push toward the goal." 



Hip (37) 

Equipment Needed: One stick about two feet long. All the players 
stand in an informal group. One of them is provided with the stick, 
which he throws as far as he can, at the same time calling the name 
or number of one of the other players. The one who threw the stick, 



GROUP AND MASS GAMES 195 

and all the others except the one whose name is called, scatter. The 
one who is called must pick up the stick, whereupon he becomes 
"Hip" and must chase the other players. Any player whom he catches 
he touches with the stick (pounding not allowed), and that player at 
once joins him in trying to catch the others. Anyone caught 'by the 
second player, however, must be held by him until "Hip" can come 
and touch the prisoner with the stick. The one touched with the 
stick, thereupon joins "Hip's" party and tries to catch and hold other 
players until touched by the stick of "Hip." 

Fox and Geese (38) 

One player is chosen to be fox and another to be gander. The 
remaining players all stand in single file behind the gander, each with 
his hands on the shoulders of the one next in front. The gander tries 
to protect his flock of geese from being caught by the fox, and to do 
this spreads Out his arms and dodges around in any way he sees fit 
to circumvent the efforts of the fox. Only the last goose in the line 
may be tagged by the fox, or should the' line be very long, the last 
five or ten players may be tagged as 'decided beforehand. It will be 
seen that the> geese may all cooperate with the gander by doubling 
and redoubling their line to prevent the fox from tagging the last 
goose. Should the fox tag the last goose (or one of the last five or 
ten, if that be permissible), that goose becomes fox and the fox 
becomes gander. 

Snatch Ball (39) 

Equipment Needed: A stone, hall, or hand- 
kerchief. Any number of players can partici- 
pate. Form two lines facing each other, the 
lines being about eight paces apart. The 
players number off on each side from one to 
the number of men in line. The object is 
mid-way between lines. The leader calls a 
number, both men run for the object and one, 
either by speed or strategy, snatches the ob- 
ject and returns to his own side, without 
being tagged by the same numbered player 
from the other side, thereby scoring one point Snatch Ball 

for' his side. Should the other man touch him the other side would 
score the point. Game to continue any number of points.^ To make 
the game more complex, call two or more numbers. This makes it 
harder to snatch the ball. 

Fox in the Hole, Safety First Hop (40) 

Any number of players may participate. Area for the game 
should be restricted, not too large; a four-foot circle should be made 
for a base. The leader chooses one player for Fox or Hopper. 
While this player is on the base he may stand on two feet, but when 



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196 LEADERS MANUAL— PIONEERS 

he leaves the base to catch another player he must hop on one foot. 
Should he put the other foot down, he must return to the base and 
every player can slap him on the back until he does, but no player 
may block his path to the base. Should a player become tagged he 
becomes the Fox, and the other players may slap him on the back 
until he is safe on the base. 

Bombardment (41) 

The ground is divided into two equal fields 
by a line drawn across the center. At the 
rear of each section an Indian club for each 
player is placed, the player standing in front 
of the club, as per diagram. The object of 
the game is to knock down the opponents' 
clubs, each player, therefore, serving as 
guard to protect his club and as a thrower. 
He may throw whenever he can secure a 
ball. The balls are placed at the beginning 
of the game in the center of the field. None 
of the players of either team are allowed to 
pass over this center line. The score is taken 
at a given time, the side knocking down the 
largest number of pins winning. 
This game may also be played by using a straight eliminat' n 

play, that is, as soon as a player's club is knocked down, he pick 

up, and leaves the floor, the game proceeding until either one of 

teams is eliminated. 

Another variation is to have each player go over to the opposite 

side when his club is knocked down until one side gets all of O"- 

opponents' players. 

Treasure Himt (42) 

This game is a very adaptable one and can be run in a great numb 
of different ways. It can be as simple or as complex as any leader 
may desire. 

A mysterious letter may be read to the group or a letter in code 
posted where the group can see it. The contents of this letter will 
direct any one to a place where they will find detailed information as 
to the exact location of a buried treasure. By following instructions, 
working out the code, a boy will discover a second letter in hiding. 
A time limit may be allowed to find letter No. 3. At the end of that 
time the information contained in the second letter may be given to 
the entire group, so that they may hunt for letter No. 3. This 
method keeps everybody in the game. 

As many letters may be hidden as desired, using the treasure as 
the last. 

As stated before, this game is adaptable and can be made to teach 
observation, trailing, and trackipg. Letters using identification of 



GROUP AND MASS GAMES 197 

trees, flowers, moss on trees, birds' nests, and so forth, may be used. 
Map and chart reading make the game more difficult. Letters may 
be written in Morse and Continental codes or easy codes may be 
made up. 

"Eats," a good book on trees, flowers, a small axe, or any useful 
article may be the hidden treasure. 



E. QUIET SOCIAL GAMES 

Mingling Games 

Games which can be used at the beginning of a social evening for 
the purpose of causing the group to mingle. 

Capitals (i) 

Half of the group will have pinned on them the outlines of different 
states without the names. The other half are given on slips of paper 
names of capital cities of states. The latter group are supposed to 
locate partners by finding the state to which they hold the capital. 

Around the World (2) 

Each player is given a card and a pencil. Various articles are 
scattered throughout the room, representing diff^erent countries, 
states, or cities — for example: A wooden shoe for Holland, a picture 
of a bull for Spain, a package of tea for China, a bear for Russia. 
Each article is numbered. The players circulate about the room 
endeavoring to guess what each article represents. He writes his 
guess, with the number of the article, on his card. 

Alphabetical Answers (3) 

Cards having diff^erent letters of the alphabet are made." Each 
player has one of these cards pinned upon his person. It is well to 
eliminate the letters v, x, and z in this game. One player asks 
another a question and that player must answer, having his first 
word commence with the letter pinned upon him. He must com- 
plete his answer before the questioner can count ten. If unsuccessful 
he must surrender his letter to the counter. The player having the 
largest number of letters at the end wins the game. Two players 
cannot question the same individual at the same time. The one 
questioned cannot use the same answer twice. 

Who Am I? (4) 

Each player has pinned upon his back the name of some prominent 
personage. In conversing with each other the conversation Is carried 
on as though it were addressed to the personage whose name is 



198 LEADERS MANUAL— PIONEERS 

pinned on the back of the individual. It is the object of each indi- 
vidual to guess the personage he represents. 

Trick Games 
Mirror Pictures (i) 

It is necessary for the one who plays this trick game to have an 
accomplice. The one who is to illustrate the game goes out of the 
room. His accomplice explains that he can picture the face of one of 
the individuals in the room upon the mirror, so that the person who 
has been sent from the room on his return can guess whose picture was 
taken. The accomplice then calls to the center of the room one of 
the group and has him look for a few seconds into the mirror. After 
the picture is taken in this way, the one who has been sent from the 
room is called back and to the amazement of the group he names 
the player whose picture is supposed to be photographed in the 
mirror. 

The Trick 

The accomplice who takes the picture sits in the seat of the one 
whose picture was taken, hence it is necessary for the one who leaves 
the room to observe the positions of the various players before going 
out. 

Magic Writing (2) 

An accomplice is required in this game. The one who is to illustrate 
the game leaves the room. The accomplice asks the others remaining 
in the room to select some word. Suppose the word selected be 
"hours." The one sent from the room is then called in. The accom- 
plice has a short stick in his hand and by a series of mystic flourishes 
and knocks interprets the word to the player who left the room. 
He, to the astonishment of all, guesses the exact word decided upon. 

The Trick 

The vowel "a" is represented by i knock; "e" is represented by 
2 knocks; "i" is represented by 3 knocks; "o" is represented by 4 
knocks; "u" is represented by 5 knocks. The consonant "h" is 
interpreted by the conversation. For example, the accomplice in 
interpreting the "h" in "hours" to the one returning to the room did 
it in this way. Flourishing the stick in the air he says "Having a 
hard time, are you not?" The guesser knows by that the first letter 
is "h." The accomplice then taps four times with a stick indicating 
"o," then after a few more flourishes taps five times representing "u," 
then says to the players, "Remember the word you have chosen," 
which gives the letter "r" to the guesser. The accomplice then says, 



GROUP AND MASS GAMES 199 

"Seems as though you should have it by now," and the one who left 
the room knows that the word "hours" was the one selected and so 
states. 

Watch Trick (3) 

An accomplice is required for this game. The one who is to 
illustrate the game leaves the room. The players remaining in the 
room, then determine upon some object which shall be hidden. This 
object is unknown to theione who leaves the room. After it is pro- 
perl)^ hidden the lights are turned out to make the trick seem the 
more difficult. The players are cautioned that they must keep 
absolutely quiet during the game. The guesser is called into the 
room and with little difficulty goes to the object and discovers it to 
the other players. 

The Trick 

The accomplice places a watch beside the hidden object and the 
one who leaves the room locates the hidden article by the tick of 
the watch. 

Guessing Games 
Verbal Authors (i) 

A judge is selected who takes his place in the center of the group. 
Each player in turn has to stand up and name the title of a book. 
The others are to guess the author. The one first naming the author 
scores one point. The next individual then stands up and gives 
another title. The game continues. The individual naming the 
most authors scores the highest number of points. 

Another way to play the same game is to give each player a card 
and a pencil and have him write thereon as many of the authors as 
he knows. 

Words (2) 

The players are arranged as in a spelling match. Sides may be 
chosen if desired. The first one in the line starts by giving a letter. 
The next one in line adds a letter to it. Suppose the first letter given 
to be "m." The second player thinking of "money" says "o." The 
third player thinking of "mobilize" says "b," but as m-o-b is a com- 
plete word the third player must take his place at the end of the line 
for completing the word, as no word is supposed to be completed 
until the turn of the last player. 

Gossip (3) 

A player is sent out of the room. A judge is selected who asks 
each player left in the room to make some statement about the 
individual who has been sent out of the room and writes down the 



200 LEADERS MANUAL— PIONEERS 

statement and the name of the individual making it. Example ot 
statements: "His chin is too long." "He has his mother's eyes." 
"He is a poor hunter." When the leader has selected all of these 
statements the individual is called back into the room. The leader 
then reads off the various statements made and it is up to the one who 
left the room to guess who it was that made the statements about 
him. If he guesses correctly that individual is sent out of the room 
and the game continues. 

Telegrams (4) 

Each player is given a telegram blank and pencil. Upon this he 
places ten letters about one and one-half inches apart. He cannot 
use the same letter twice. All of the blanks are then passed to the 
right and each player writes a telegram, using words starting with 
the various letters he finds upon this blank. The telegrams are then 
read aloud. 

Shouting Proverbs (5) 

A player is sent from the room. Those remaining think of some 
proverb. Each player is given a word of the proverb. When the 
player is called back into the room they all shout at the same time 
the word of the proverb which has been given them. It is up to the 
guesser to tell the proverb. 

Find the Ring (6) 

Equipment Needed: A long piece of string with a small ring on it, 
the string being tied. The players sit in a circle, holding in their hands 
a long piece of string tied at the ends so as to form a circle large 
enough to go around, a small ring having been put upon this string. 
One player is chosen to stand in the center. The players who are 
seated then pass the ring from one to another, the object being for 
the player in the center to detect who has the ring. The other players 
will try to deceive him by making passes to indicate the passage of 
the ring when it really is not in their vicinity. When the player in 
the center thinks he knows who has the ring, he calls out the name of 
the player. If right, he sits down, and that player must take his 
place in the center. 

Animal Blind Man's Buff (7) 

A player is blindfolded and placed in the center of the group. 
After having been turned about several times to confuse his location, 
he is handed a short stick. He endeavors to touch an individual 
with the stick. (The players are not allowed to move about to avoid 
being touched by the stick.) Upon touching an individual he gives 



GROUP AND MASS GAMES 201 

the name of an animal and the player touched must try to imitate 
the noise that animal makes. Upon hearing the noise, the one 
blindfolded endeavors to recognize who it is that makes it. If suc- 
cessful, that individual takes his place. 

Team Games 
Clothespins (i) 

Equipment needed: Three dozen clothes pins. The players are 
divided into two teams and arranged in two lines facing each other, 
seated. A dozen and a half clothespins are handed to the two players 
facing each other at one end of the lines. The pins must be held in 
the grasp of the two hands. At the signal to start, the player holding 
the bundle of pins passes the bundle to the next player in the line. 
The object of the game is to pass the bundle of clothespins from hand 
to hand to the other end of the line and return. If any of the pins 
are spilled, the individual dropping the same must recover them for 
his bundle before passing them on to the next. The team that first 
succeeds in passing the bundle of pins to the end of the line and 
back wins. 

Cross Questions (2) 

_ All but one of the players sit in two rows facing each other, those 
directly opposite each other being partners. The odd player walks 
around the rows behind the others, asking questions of any player 
facing him from the farther row. The question must be answered, 
not by the player addressed, but by his partner or vis-a-vis, who 
sits with back to the questioner. Any player answering a question 
addressed driectly to him, or failing to answer one addressed to his 
partner, or giving an incorrect answer to a question, changes places 
with the questioner, or pays a forfeit, as may have been decided on 
beforehand. 

Jenkins Up (3) 

Divide the company into two sides. One division sits around the 
table on one side, the other on the opposite side. The members of 
division "A" put their hands under the table and a small coin, dime 
or quarter, is passed from one to the other. 

When division "B" thinks they have had enough time, the players 
call out, "Jenkins up!" and the players of "A" hold up their closed 
hands, and when "Jenkins down!" is called, they must place their 
hands, palm down, on the table. The players of "B" must guess 
under which palm the coin is. Each player has one guess, those on 
the opposite side raising their hands when requested to do so. 

If "B" guesses correctly, the coin is passed over to them and "A" 
must guess who has it, but if not, "A" keeps the coin, and "B" has 



202 LEADERS MANUAL— PIONEERS 

another trial for guessing. Tally may be kept, i being counted for 
every correct guess, and a certain number, as 50, may be the limit. 
The side gaining 50 points first is victorious. 

Fire (4) 

Choose two leaders from among the players. Each leader chooses 
his side. The sides sit opposite each other, and the leader of one 
throws a ball to any one on the opposite side. As he does so he says 
either, "Earth," "Air," "Water," or "Fire," and counts ten. 

The person who caught the ball must answer before he finishes 
counting ten. If "earth" was called, he must name some quadruped 
found therein; if "water," some fish must be named; if "air," the name 
of some bird; but if "fire" was called he must remain perfectly still. 

If the players give a wrong answer or speak when they should be 
silent they are out, and the leader must throw the bail to some one 
else, but if the players answer correctly, it is their turn to throw the 
ball to someone on the opposite side, and the game goes on as 
before. 

The side whose players stand up the longest, wins the game. 

Location (5) 

The group is divided into two teams. A leader is selected for 
each group. A player on team i calls the name of a town or place 
and counts ten. While he is counting the opposite opponent must 
give the location of the town or place. If he has not succeeded before 
the counter has reached "ten," he drops out. The second player on 
team 2 then names a place and it is up to the second player on team i 
to give the location. When all the players have had a chance the 
team having the largest number of players remaining, wins. 



n. RELAY RACES 

For line relays the teams are arranged in columns of file with the 
columns running parallel to each other and at least ten feet apart. 
This is the simplest formation in which the players can be grouped. 
A fixed line of lime, tennis tape, or sunken wooden take-off boards 
should be so placed on the field that competing teams have equal 
advantage. This line shall be known as the starting line and the 
front man in each column shall toe this line. Another line which 
shall serve as the distance line shall be placed thirty feet in front of 
and parallel to the starting line. 

When large numbers of teams are competing it is well to have the 
man who finishes the relay wear some distinguishing mark to aid 
the judges. 



GROUP AND MASS GAMES 



203 



A. PASSING RELAYS 

{Note. A shoe, stone, bean bag, ball, or some other object can be 
used in the following events.) 

Straddle Relay (i) 4-^ ^^ 

Players stand in the stride-stand position with the 
object to be passed on the line in front of the first ^ 
contestant. At the start the object is passed between 
the legs of the contestants in the column until it ^ 
reaches the back of the column. There it is picked up 
by the end man who carries it forward on the left _ 
side of his column to the distance line which he 
must touch. He then returns to the front of his 
column where he faces about and passes the object 
back between his own legs toward the back of the 
column where it is picked up by the end man who ^ 
repeats the performance of the preceding end man. 
When every man has carried the ball forward the last ^ 
man finishes the race when he crosses the distance #>' 
line. Straddle Relay 



^ 



^ 



^ 



Over the Top (2) 

Players stand at attention with the object to be passed on the 
line in front of the column. At the start signal the object is passed 
back over the head by the first player to the second and so on until 
it reaches the last player. (Every player in the column must grasp 
and pass the object.) The end player carries the object forward over 
the backs of the players in the column in front of him who assume a 
stooping position. As soon as he reaches the front of the line he runs 
to the distance line after touching which he returns to the front of 
his column and starts the object back over his head. When every 
player has carried the object forward the last player finishes the race 
when he rushes forward across the distance line. 

Over and Under (3) 

Like No. 2 excepting that every other player must pass the object 
between the legs. 



In and Out (4) 

Players stand in the stride-stand position, with the object on the 
line in front of the first contestant. At the start signal the object 
is rolled back between the legs of the players in the column until it 
reaches the back of the column where it is picked up by the end 
player who runs forward to the right of the player in front of him, to 
the left of the second, to the right of the third, etc., until he has 



204 



LEADERS MANUAL— PIONEERS 



reached the front line whereupon he runs to the distance line which 
he touches. Returning to the front of the column he starts the 
object back between his legs. When every player has carried the 
object forward the last player finishes the race when he crosses the 
distance line. 

Basket Ball Relay (5) 

Equipment Needed: One basket hall for each team competing and 
one basket ball basket for every six teams competing. The ball is placed 
on the starting line in front of the column. Players assume a stride- 
stand position. At the signal to go the ball is passed back between 
the legs of the men in the column until it reaches the last man in the 



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column, who rushes forward and shoots the ball into the basket, 
which should be located about fifteen yards in front of the column. 
As the men from the other columns will be endeavoring to shoot from 
their places through the basket at the same time, this makes a very 
spirited game. A man can shoot for his basket from any position on 
the floor, but must shoot until the ball passes into the basket. Play- 
ers are not allowed to interfere with each other in shooting the 
basket. After the goal has been properly made, the men return to 
the front of their columns and each starts the ball back between his 
legs and the game continues until every man has shot the required 
basket. 



GROUP AND MASS GAMES 



205 



B. EQUIPMENT RACES 
Potato Race (6) 

Equipment Needed: One potato and a block of wood or a stone for 
each competitor. A circle 18 inches in diameter is placed three feet 
in front of the starting line in front of each column. Another circle 
of the same size is placed about 15 yards in front of the first circle. 
As many potatoes are placed in the circle nearest the start line as 
there are competitors in the line. {Note. A basket can be used in 
place of these two circles, if available.) At the signal to start, the first 
player in each column runs forward, picks up a potato from the 
nearest circle, carries it to and drops it into the far circle. {Note. 
The potato must be within the circle, not touching the line.) After 
properly placing the potato in the far circle, the player returns, tags 
off the front player in the column, and takes his place at the rear of 
the column. The man tagged off repeats the performance, carrying 
off the second potato, etc. The race ends when the last player, after 
carrjdng his potato to the far circle, returns across the line. 

Sack Race (7) 

Equipment Needed: One good- 
sized Crocker, jack for each line. The 
front^player in the column gets into 
the^crocker.sack. The crocker sack 
must be held well up under the arms. 
At the^signal to go the player jumps 
forward to the distance line, beyond 
which he takes off the crocker sack, 
runs back to the front of the column, 
hands the sack to the second player, 
who gets into same. He must have 
pulled the crocker sack well up 
under the arms before he crosses the 
starting line. He then repeats the 
performance of the first. Players 
returning from the distance line take 
their places at the rear of the col- 
umn. The race is won when the last 
player on the tea-m crosses the finish 
line. Sack Race 

Stab-the-Spud Race (8) 

Equipment Needed: One potato and one pointed stick, two feet long, 
for each competitor. A circle 18 inches in diameter is placed in front 
of each column. Another circle of the same size is placed about 15 
yards in front of the first circle. As many potatoes are placed in the 
circle farthest away from the starting line as there are players in the 
line. The first player in each line is given a pointed stick. At the 
signal to go, he runs forward to the far circle, sticks his pointed stick 




2o6 LEADERS MANUAL— PIONEERS 

into one of the potatoes and runs back with it to the near circle. He 
is allowed to interfere with other competitors in attempting to make 
them lose their potato from their stick, so long as his potato is on 
his stick. His potato must be deposited within the circle nearest the 
front of his column before he hands his stick to the next player in 
the column, who runs and gets a second potato. After handing the 
stick to the front player in the column, competitors take their place 
at the rear of the line. The race ends when the last player, having 
properly deposited his potato within the circle, and having made sure 
that every other potato is within the circle, crosses the finish line. 

Overcoat Relay Race (9) 

Equipment Needed: Overcoat and gloves for each team. Have half 
of the players from each team in a column of file, opposite 40 yards 
from scratch, the leading players at scratch to be equipped with 
overcoat and gloves. At start the leading player runs to the leading 
player of his team opposite and transfers overcoat and gloves to him. 
This player returns to scratch, wearing overcoat and gloves and trans- 
fers to second player at scratch, and so on until last player of team 
has returned to scratch, wearing overcoat and gloves. Each player 
of team to run once only. Overcoat and gloves cannot be taken off 
until finish line is crossed. The player receiving same can put them 
on while running. 



C. NOVELTY RELAY RACES 

Monkey and Crab Race (10) 

Players are arranged in parallel columns of file. At the signal to 
start the first player in the column places his hands on the ground 
and walks monkey fashion to the distance line. On reaching same 
he assumes a running position and returns to the front of the column 
where he touches off the second player, he himself going to the back 
end of the column. The second player gets down with his hands and 
feet on the ground, facing upward, and continues across the distance 
Hne in this position. He returns, tags No. 3, and takes his place be- 
hind No. I at the rear of the column. No. 3 walks monkey fashion. 
The rest of the column continues alternating, one man walking facing 
down and the other facing up with hands and feet on the ground 
until the last player, returning from the distance line, crosses the 
starting line. 

Leapfrog Race (11) 

Players stand in columns of file with a distance of four feet be- 
tween individuals. At the signal to start all the players in the col- 
umn, excepting the last player, assume a stooping position. The 
last player will take frog leaps over the backs of the players in the 
column followed by the next to the last player, etc. As soon as the 



GROUP AND MASS GAMES 



207 



last player reaches the front of the column, he assumes a stooping 
position, likewise the player who followed him. When the player 
who headed the column has leaped over the backs of the players 
making up the column, he rushes forward across the distance line 
ending the race. 

Hop Race (12) 

The front player In the column hops on his right foot to the dis- 
tance line, returning on his left foot. He tags off the next player on 
his team and takes his place on the end of the line. The race finishes 
when the last player returns from the distance line and crosses the 
starting line. 



Forward Roll Relay (13) 

Place a mat in center of floor in front of 
each team. Players run to mat, forward 
roll on mat, run to the end of the room; 
returning make another forward roll and 
run back to team, touching off No. 2 who 
does the same. If a team can do a backward 
roll use it for variety, or alternate. 

Frog Race (14) 

Similar to the hop race with the exception 
that the competitors travel in frog leaps 
rather than by hops. {Note. The frog leap 
is executed in this fashion. The player places 
both hands upon the ground supporting his 
weight thereupon as he jumps both feet for- 
ward, feet outside of hands. He then moves 
both hands forward simultaneously followed 
by both feet.) He travels the entire distance 
to the distance line, upon reaching which he 
assumes a standing position and runs back, 
tagging off the second competitor. 



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Forward Roll Relay 



Skin the Snake (15) 

Participants again assume the column of file position. 



Each 



reaches back between his legs with his right hand and grasps the 
left hand of the team-mate behind him. Upon the signal to start, the 
back player in the column lies down, keeping his feet together, and 
maintaining his grip on team-mate's hand. The column walks back- 
wards over him. The next to the last player lies down beyond the 
last, etc., until the entire column is stretched on the ground. The 
player who was in the front of the column will be the last player to 
lie down. He gets up immediately and, running forward, straddling 



208 LEADERS MANUAL— PIONEERS 

the line, pulls the line with him. The line which gets to its feet the 
quickest without having broken, wins the race. 

Slap Obstacle (i6) 

Players are arranged in parallel lines. Four players are selected 
from each column and are placed in front of and in line with the 
column with a distance of five yards between them. The first 
player in front of the column stands at attention; the second 
player takes a stooping position, as for leapfrog; the third player 




Skin the Snake 

takes a stride-stand position; the fourth player stands at attention. 
At the signal to start the player in front of the column runs forward, 
circling number one, leaping over number two, crawling between the 
straddle legs of number three, circling number four. After which he 
runs to the rear of the column, where he slaps the back of the last 
player; the last player slaps the back of the player in front of him 
and the slap is passed to the front player in the line who rushes for- 
ward upon receiving his slap and repeats the performance of the 
first runner. The game is finished when the last player in the col- 
umn, after clearing all obstacles, crosses the starting line. 

Rule. Runners are not allowed to grasp the man as they run 
around him. 



Dead Man Relay (17) 

The front player in the column is instructed to go half way to the 
distance line and lie upon his back upon the ground with his head 
towards his team. At the signal to go, the second player in the 
column runs to the player lying upon the ground and lifts him by the 
shoulders to a standing position. (The player lying upon the ground 
should keep perfectly rigid.) The player lifted, then runs to the 
finish line. From there, he returns to the rear of his line. In the 
meantime the player who lifted him from the ground, lies upon his 
back in the same position as the player lifted. He who has gone to 
the rear slaps the player in front of him, and the slap is passed on 
until it reaches the player in the front of the column. He runs for- 
ward, lifts the dead man, and takes his place. The player runs to 
the finish line, and returning to the rear of the column, starts the 




GROUP AND MASS GAMES 209 

slap forward. The game ends when the last player in the line is 
lifted from the dead man's position, crosses the distance line and 
returns across the start line. 

Attention (18) 

Players stand at attention and are numbered off from the front 
of each column. The leader calls a certain number. The player of 
that number in each column runs forward on the right hand side, 
circling his column. Upon reaching the opening made by himself 
in the column, he steps in, assuming the attitude of attention. One 
point is awarded to the team whose runner first assumes the proper 
attitude in the column. Another number is called and the game 
continues. 

Pass the Buck (19) 

The players are in formation of 
two or more files, standing at 
stride-stand position with forward 
body bend and hands upon hips. 

Upon the starting signal the back 

man comes to the position of ' Passing Relay 

attention — with a snap — at the (-^^^ tage 204) 

same time striking hard with the 

open palms of both hands the seat of the player in front of him, who 
in turn "Passes the Buck" on down the file. When the file leader re- 
ceives the "Buck" he immediately gives the command, "About face!" 
The file about faces and jumps to a stride-stand forward trunk bend 
and the "Buck" is then passed up the file harder and faster than it 
went down. This is a relay race and the file getting the "Buck" back 
to its file-closer first wins. It is advisable to repeat the relay, i. e., 
have the "Buck" passed down and up the file twice. 

Spin around Relay (20) 

A player is sent forward from each line to a position ten yards in 
front of and in line with his column. He shall be known as the pivot. 
At the signal to start the player at the head of the column runs to 
the pivot, links his right arm in the right arm of the pivot and swings 
around him, and then returns to the rear of the line, links the arm of 
the man at the rear and pivots around him. He then runs and tags 
off the man at the front of the column and takes his place at the 
rear. The man tagged off repeats the performance of the first man 
who ran. 

Jump Stick Relay (21) 

Equipment Needed: One stick at least three feet long for each team. 
The stick is held in the hand of the first player in the column. Upon 



210 LEADERS MANUAL— PIONEERS 

the signal to start he runs to the distance line, touching the line^ or 
the ground beyond with the stick. He then return's to the front* of 
the column and hands the other end of the stick to No. 2. Then 
holding the stick between them and near the ground, they run to 
the rear of the column on each side. The players in the column leap 
over the stick as it reaches their feet. Upon coming to the rear end of 
the column No. 2 takes the stick and runs to the distance line, which 
he touches. He returns to the front of the column, hands the other 
end of the stick to No. 3 and the game continues until the last 
player in the column carries the stick across the distance line. 

Flag Race (22) 

In this race the players face to the left. A flag is stuck in the 
ground on the starting line. At the signal to start the contestant 
nearest the flag picks it up and hands it to his next neighbor. In this 
way it is passed to the end of the line. The end player takes the 
flag and runs in front of his line to the distance line. Returning to 
the right of his column, he starts passing the flag along. The player 
who is then last in line repeats the performance and so on until 
every player has run. The last player finishes the race when he 
crosses the distance line. 

Rescue Race (23) 

Players stand at attention. At the signal to start No. 2 in the 
column leaps upon the back of No. i, who carries him across the 
distance line in piggy-back position. There he drops him. No. i 
remains behind the distance line. No. 2 rushes back and picks up 
No. 3 in the column and carries him beyond the distance line and 
No. 2 remains there. No. 3 rushes back and picks up No. 4, etc., etc. 
When the last player in the column has been carried across the dis- 
tance line the race is finished. 



T; t! T 



Centipede Relay (24) 

The first four players in the column straddle a 
broomstick. It is required that the first three players 
grasp the broomstick with both hands in front of 
them. The last player of the four must grasp the 
broomstick with both hands behind him. In this 
position they run across the distance line and return. 
Behind the finish line they give the broomstick to 
the next four players on their team, and take their 
www place at the rear of the line, while the second four 
w ^ w repeat the performance of the first. The race ends 

Centipede Relay when the last group of four crosses the start line. 



GROUP AND MASS GAMES 211 

Paul Revere Race (25) 

Players are arranged in column of file "open order" with a distance 
of ten to twenty feet between the contestants, A light player is 
selected from. each team to act as rider. He starts just back of the 
last man in the column. Upon the given signal he leaps upon the 
back of the last man who carries him to the man next in front of 
him in line. The rider must change from the back of the first steed 
on to the back of the second without touching the ground. The 
second steed carries him to the third and he is passed on from steed 
to steed until he reaches the front man in the column, who carries 
him across the distance line, ending the race. 

Chariot Race (26) 

Each line is grouped in pairs. At the signal to start the first pair 
with arms locked run across the distance line, returning across the 
start line, running to the rear end of the column. They slap the last 
pair. That pair passes the slap on to the pair next in front of them, 
etc. As soon as the slap reaches the pair at the head of the column, 
they start. The race ends when the last pair returning cross the 
finish line. 

Three-Legged Race (27) 

No equipment needed other than the belts of the competing players. 
The competitors on the team are grouped in pairs. Team-mates 
stand opposite each other and have their inside legs strapped to- 
gether just above the ankle with one belt and above the knee with 
the other. Their inside arms are placed around the back of their 
team-mate. The race is run in this fashion. When the first pair 
returns from the distance line they tag off the second and the second 
tags off the third, etc. 

III. STUNTS 
STUNT ATHLETIC MEET 
One Hundred Yard Dash (i) 

As many pieces of string are tacked to the wall, four feet, eight inches 
above the ground and about two feet apart, at one end of the stage or room, 
as there are competitors. The string to be twelve feet long. The 
contestants take the end of the string in their mouths and line up 
facing the point where their string is tacked. At the word, "GO," 
without the use of hands, they gather the string into their mouths 
until all the string has been taken into the mouth and the end attached 
to the wall is reached. The string must be kept taut at all times. 

16-Pound Shot Put (2) 

An inflated paper bag is put for distance, as though it were a shot, 
from the shoulder. 



212 LEADERS MANUAL— PIONEERS 

Potato Race (3) 

A potato or some similar object is placed at the starting line. The 
race consists of pushing same with the nose to a certain point and 
back across the starting line. 

Newspaper Race (4) 

Contestants line up upon a starting line with a newspaper folded 
in quarter size under each foot. Each at the signal to start, lifts 
up one foot, and balancing on the other without touching the floor 
slides the paper forward with his hand. He then brings one foot 
down upon it, claps his hands above his head and lifts the other 
from its paper, which he moves forward with his hand. The foot 
supporting the body must rest upon the paper and the hands must 
be clapped above the head between each step. The race continues 
for a distance of about 25 yards. 

Driving Contest (5) 

Equipment Needed: Hammer and ten nails to each man. Plank 
4 X 4, 6 or 8 feet long. Two or three men strive to see who can drive 
his nails first. Each man drives his nails into the same plank at the 
same time. This is very difficult, as the blows are not struck at the 
same time and the plank will be very unsteady, and one is liable to 
wallop his fingers. At any rate, he will miss many strokes. 

Blindfold Race (6) 

Contestants are blindfolded and after being spun about several 
times, start on the race which is to the other end of the room and 
back. 

Soaped Pole Climb (7) 

Climbing a greased or soaped pole for prizes at the top. 

Bottle Balance (8) 

Contestant sits with his legs extended upon a large bottle or jug, 
lying upon its side. The right heel is placed on top of the left toe. 
A box of safety matches and a candle are handed each contestant, 
who endeavors to maintain his balance and light the candle. 

Shoe Race (9) 

Shoes of contestants are thrown into a barrel. The contestants 
draw up behind a given line. At a signal they rush to the barrel 
and endeavor to find their own shoes. They are allowed to throw 
any shoes not their own as they will. As soon as they find their own 



GROUP AND MASS GAMES 



213 



they must report back with the shoes properly on to the judge. The 
one first doing so wins. 

Sack Chase (10) 

Equipment Needed: Two sacks. The players get into the sacks, 
which are tied under their arms, and take positions in opposite 
corners of the ring. They lie on the floor on their backs and wait 
for the command, "Go." Upon receiving the command, they jump 
to their feet and run around the ring, to the right, and keep going 
until one man overtakes the other. Note. This is the old sack race 
confined to a boxing ring. 

Peanut Relay (11) 

Equipment Needed: A flat stick like a shingle or a spoon and a 
peanut for each competing team. Competitors must race across 
finish line and back, balancing the peanut on the stick or spoon. 
The stick and peanut are transferred to the next man in the column 
behind the starting line and the race continues. 

Bat Kicking Stunt (12) 

Equipment Needed: Slippery floor, baseball bat. The player, 
toeing a certain mark, holds the bat in his left hand, placing the end 
on the floor close to his left instep. 

The object of the game is to kick the bat for distance, marking 
distance on the floor. The bat must be kicked by the right toe 
from in back, the right foot swinging past the left heel on the outside. 
If the contestant is standing on a slippery floor, watch for a fall, 
as the player will kick his left foot from under him. 



Pillow Fight on Pole (13) 

A pole at least ten feet long is 
placed across wooden horses, four 
feet above the floor or ground. The 
opponents straddle pole armed 
with pillows and endeavor to dis- 
lodge each other by hitting with 
pillows. 

Hello, Mike (14) 

Equipment Needed: Boxing 
gloves. Two blindfolded opponents 
lie upon floor face down with their 
heads toward each other and about -P^'^^°^ ^^^^^ 

a foot apart. They reach above their heads with their left arm^s, 
grasping hands. Their right hands are covered with boxing gloves. 




214 LEADERS MANUAL— PIONEERS • 

Number one says, "Hello, Mike, are you there?" Number two is 
required to answer, "I am," trying to deceive his opponent as to 
location. Number one takes one swing with his gloved hand at 
the point where the voice comes from. Number two then asks 
the question and the game continues. 

Cracker Eating Contest (15) 

Five crackers are given each contestant. At the signal to start 
he begins eating same. The one who consumes the five and is able 
to whistle first wins the event. (Melon Eating.) 

Weight Guessing (16) 

The object of the game is to make a guess at the weight of some 
man in the audience or crowd. Post five or six men to paddle the 
man being weighed when on the weigher's back. The weigher, 
picking his victim, feels of his legs and his arms and then says he 
can guess within three pounds of the man's weight. If the man per- 
mits, the weigher steps in front of the victim, taking his two arms 
over his shoulders, and bending forward, lifts the man, raising his 
feet off the ground, saying, "You weigh about," the word "about" 
being the cue for the five or six men posted to start paddling his 
stern. 

The Ghost (17) 

The individual who puts on the stunt calls for eight or more 
volunteers. He arranges them in a straight line, elbow to elbow, as 
close together as possible, and takes his place at the left of the line. 
Addressing the one who stands at his right he says, "Last night I saw 
a ghost at my house." The one addressed replies. "Is that so? 
What did he do?" The leader then sticks his right arm straight out 
in front of him. The one next to the leader then turns and ad- 
dresses the individual at his right, making the same statement regard- 
ing a ghost at his house last night, and when the individual replies 
asking what he did, the informer sticks out his right arm, as did 
the leader. The question, answer and performance are passed 
down the line. This results in every man in the line having his right 
arm sticking straight out before him. With the arm in this position 
the leader again makes the statement that he saw a ghost in his 
house last night. The one at his right asks what he did, as before. 
The leader replies that he did this — and sticks out his left arm. 
This is repeated until all have both left and right arms projecting 
in front. Starting at the head of the line the leader then makes the 
statement and illustrates what the ghost did by assuming a squatting 
position, leaving both arms out in front. When the whole line has 
assumed this squatting position after the regular question is asked, 
the leader starts again, this time sticking one leg out in front, 
clear oflf the floor. After the question has been passed down the line, 



GROUP AND MASS GAMES 215 

the individuals are all balancing themselves on one leg, with the 
other leg and both arms projecting before. The leader by giving a 
slight shove overbalances the group and a pile results. 

Lifting Seven Men (18) 

This is a frame-up and should be used particularly to take care of 
fresh individuals in the camp. Some fellow boastfully says he can 
lift seven men in the hearing of the fresh one. He, of course, argues 
the point immediately. A strong man then performs the feat as 
follows: He lies down on his back. Six other men who are in on the 
trick sit with their legs across his body. The fresh one is then invited 
to be the seventh man to be lifted and is asked to lie face down 
lengthwise across the knees of the six others, his head and shoulders 
being near the head and shoulders of the strong man who assists in 
holding him in this position while the other six administer the 
paddHng. 

Pie Eating Contest (19) 

Equipment Needed: Four nice juicy blueberry pies. Eight men. 
The pies are cut in half, being placed in a tin plate, and placed on the 
table or on the floor. If on the floor the men kneel. The contestants' 
hands must be tied behind them. The object of the game is to see 
which man can eat his pie the quickest. He must do this without 
the aid of his hands, and must not be allowed to push pie out of pan. 
Upon licking the plate clean, he picks up the plate in his teeth. The 
first man doing this wins. Note. This is a great stunt with which to 
finish up a stunt night. 

Can and Glove Boxing (20) 

Opponents are armed with a can containing pebbles in their right 
hand and a boxing glove on their left. Both are blindfolded. They 
rattle can continuously, endeavoring to locate each other by sound 
in order to land blow with glove hand. 

Barrel Boxing (21) 

Secure two large barrels, extracting projecting nails. Place 
opponents inside of same and have them box. Note. A potato sack 
can be used as a substitute for barrels in this event. 

Hot Hand (22) 

One man who is "it" bends forward, placing his hands on his knees. 
The other players gather behind him and swat him with the palms of 
their hands. If he guesses the one who hits him that one must take 
his place. 



2l6 



LEADERS MANUAL— PIONEERS 




Hand Wrestling 



DUAL STRENGTH TEST 

Large groups can be divided into equal smaller groups and compete 
in the following events to good advantage. These events can also be 
used successfully as events for stunt night programs. Have the 
winner challenge anyone in the audience. 

Hand Wrestling (i) 

The wrestlers stand with right foot 
advanced clasping right hands. The ob- 
ject is to make opponent move a foot from 
his position on the ground. This consti- 
tutes a throw. 

Toe Wrestling (2) 

The wrestlers are seated on the ground 
facing each other's knees. A stick is 
placed between the arms and knees while 
in this position. The object is to get the 
toes under those of the opponent and roll 
him over backwards. If either wrestler 
breaks his handclasp about the knees it 
constitutes a victory for his opponent. 

Indian Wrestling (3) 

The wrestlers lie upon backs side by side 
with arms locked, legs extended in opposite 
directions. The right legs are raised and 
lowered twice. At the third raising they 
lock legs together and each endeavors to 
bring his opponent's leg down to the 
ground, thereby turning him upon his face. 

Twist Stick (4) 

Two grasp a gun or broomhandle high 
above their heads. At the word to go the 
stick must be brought down between 
them, thereby twisting within the hands of 
one of the players. This can be done with- 
out stick by having opponents grasp hands 
above head, fingers between fingers. 

Pull Stick (5) 

Two sit upon the floor, toes against 
toes. They grasp a broomhandle be- 
tween them, and at the signal each tries to 
pull the other up off the floor. Can be used 
without stick by opponents grasping 
Twisi Stick hands, using the hook grasp. 




GROUP AND MASS GAMES 



217 



Rooster Fight (6) 

A circle four feet in diameter is drawn upon the 
floor or ground. Two players standing on one leg, 
both hands grasping the other foot behind their 
backs, endeavor to make the other step outside of 
the ring or break his clasp upon the upheld foot, by 
shouldering each other. 



Knocking Off Hat (7) 

Two, by sparring together endeavor to knock off 
the opponent's hat. 




Rooster Fight 



Dog Fight (8) 

Two place themselves on hands and knees facing each other about 
three feet apart. Their leather belts are linked together. The 
linked belts are thrown over their heads. The players must keep 
heads up and back. At the word "Go," the players pull against each 
other until one of them is pulled across the line three feet back from 
where the players started, or until his head is pulled forward thereby 
releasing the strap. 



Elbow WrestHng (9) 

A table or some flat surface is necessary for this event. The 
opponents stand on opposite sides of the table placing the right 
elbows together on same. They clasp hands and endeavor to push 
the back of the hand of the opponent down to the table without 
lifting the elbow. 



Harlequin Wrestle (10) 

Each contestant stands on one leg, one leg and arm swinging free. 
They grasp right hands and each tries to make the other lower his 
upraised foot to the ground, or touch the floor with his free hand. 
Losing balance or touching floor with free hand or foot constitutes a 
fall. A fall may be produced only with the engaged hand. 



La Savate (11) 

Two contestants fold arms, hop on one foot until within touching 
distance with their free feet, when by feinting or tapping with the 
free foot each tries to cause the opponent to lose his balance and 
touch floor with free foot. (From the French boxing contests where 
the feet are used.) 



2l8 



LEADERS MANUAL— PIONEERS 



Hand Slap Wrestle (12) 

Same formation as above. 
Players stand about two feet 
apart with each player's feet 
in a line, toe and heel touching, 
left arm placed behind back, 
right arm swinging free in 
front. The player, by strik- 
ing, feinting, or evading tries 
to cause his opponent to lose 
his balance. This constitutes 
a fall. The fallen player's 
place is taken by another player from his own team. This continues 
until all of one team have been thrown. The team wins which has the 
last boy standing. 




Hand Slap Wrestle 



CHAPTER XVI 
SELECTED BOOKS FOR YOUNGER BOYS 

A book is a book to most people. If it is well bound and the 
illustrations are colored, then because it costs a dollar and a half 
it just must be a good book. This is where we have been making 
our big mistake. Nearly every adolescent boy sooner or later 
comes to the book age, when he seems fairly to devour every 
book that catches his fancy or that by chance falls in his path. 

Now this is a period of wonderful opportunity for the wise 
parent or leader and also a period of very grave danger. Books 
play a much larger part in the unfolding of a boy's character 
than we have been wont to believe. They are his silent pals. 
From them he gets his notions of fair play. In them, in innu- 
merable cases, he finds his hero, too, and from the hero's life sets 
up a moral code for himself. It may even be that his whole ca- 
reer will be determined by the sort of books he reads. Certainly 
many a boy's choice of a vocation has been definitely influenced 
by some book recommended by a friend, or even picked up by 
chance. So, there are worth-while books and books that are not 
worth-while. The boy's judgment cannot be relied upon to 
choose the ones that are worth-while. 

Long ago we determined that the so-called dime novel was 
undesirable and it fell into very bad repute. No worth-while 
boy wanted to be caught with one. Many folks believe 
that such objectionable boy-literature has been effectively done 
away with. This is a dangerous assumption and one that is not 
true. We probably have more undesirable boys' reading matter 
today than we have ever had before. The only difference is that 
it is now camouflaged. It is parading in false clothes. It has 
slipped in with fine, wholesome folks and is succeeding in fooling 
thousands of cultured and intelligent parents. We have the 
old dime novel in disguise. It is dressed up in board covers and 
illustrated with fairly good colored plates, but nevertheless it's 
the same old dime novel with all its ill effects on a growing boy's 
imagination. 



220 LEADERS MANUAL— PIONEERS 

The average American boy will read during his boyhood just 
about a given number of books. Isn't it of the utmost import- 
ance, then, that that given number be selected from the very 
best? It would be a different matter if first class boys' books 
were scarce and difficult to find, but that is not the case. There 
are hundreds of first-class, red-blooded, masculine boys' stories 
that will meet the demands of the most critical, and such books 
are available for nearly all boys if boys can just be educated to 
make the right choices. Beware of the numerous cheap series 
that are found in large quantities in department stores. They 
are the dangerous yellow-back, dressed up. 

There are five things that every book which is placed in a 
boy's hands ought to teach him. 

First: High ideals, honesty, and fair play. That does not 
mean the wishy-washy, old-fashioned Sunday' school story, but 
it does mean a high-class, masculine presentation of what real 
manhood is. 

Second : True perspective and a constructive philosophy of life. 
During the early teens books probably have a greater actual in- 
fluence in the lives of boys than do many of their playmates, 
for they associate more intimately with them. What can pos- 
sibly be more important than that young life shall early get a 
hopeful, encouraging perspective and a philosophy free from 
cynicism and subtle doubts? 

Third: The ability to think straight, and draw honest, logical 
conclusions. The "penny thrillers," almost without exception, 
absolutely disregard logic or truth. Their action is a-mile-a-minute, 
and their heroes are utterly unreal to life and usually totally dis- 
regard natural law and moral growth and development. In all 
directions they are simply monstrosities in one field or another. 

The fourth is one of the most important and subtle: every book 
should present a genuine respect for learning and science. It is 
a crime in these wonderful days for a boy to waste his time accu- 
mulating a vast amount of misstatements and misinformation 
that must later be entirely replaced by the real article. 

The fifth demand is of no less importance: if it is true that 
boys learn by doing, then boys learn good la^iguage by reading it. 
There is a tremendous relation between the sort of talk boys use 
and the manners they appropriate and the language and the 



SELECTED BOOKS 221 

manners that are presented to them by their favorite authors. 
Do you reaHze that the average fourteen-year-old boy reads more 
than forty books a year? It takes a man of real character to 
write a boy's book of real character for, consciously or uncon- 
sciously, the author puts himself, his ideals, his breeding, and 
his personality into the things he writes. First-class boys* 
books can never be manufactured — they must be built, each one 
with a well-defined, definite purpose. 

Boys should be encouraged not only to read the best but to 
cultivate taste for variety as well. Facts are stranger than fic- 
,tion and a well-written biography of a real American of achieve- 
ment often surpasses in thrill an unusual adventure. 

The following selected list is a composite of a number of the 
very best available lists and is not only a choice selection but 
covers a wide range. A Leader could not do better than to urge 
his boys to make their selections from this list. Most of these 
books will be found in a good public library. If they are not 
there, the librarian will cooperate with you in getting them. 
Have a boy's read ing working with you instead of against you. 

Best Books for Boys 
Heroes of Adventure 
Log of a Cowboy, Andy Adams 
Little Men, Louisa M. Alcott 
The Cruise of the "Ghost," W. L. Alden 
Hunters of the Hills, /. A. Altsheler 
The Last of the Chiefs, /. A. Altsheler 
Greyfriar's Bobby, Eleanor Atkinson 
Left Guard Gilbert, R. H. Barbour 
The Boy Emigrants, Noah Brooks 
Master of Strong Hearts, E. S. Brooks 
Quest of the Golden Valley, Belmore Brown ^ 
Cruise of the "Cachalot," F. T. Bidlen 
The Lost Prince, F. Hodgson Burnett 
Track's End, H. Carruth 
Camping with Henry, F. H. Cheley 
Two Years before the Mast, R. H. Dana 
Robinson Crusoe, D. DeFoe 
Hans Brinker, M. M. Dodge 



222 LEADERS MANUAL— PIONEERS 

Cattle Ranch to College, Russell Doubleday 

Struggling Upward, Sherwood Dowling 

Adventures of Sherlock Holmes, A. C. Doyle 

Adventures of Billy Topsail, Norman Duncan 

Billy Topsail, M. D., Norman Duncan 

T. Haviland Hicks, Senior, /. R. Elder dice 

Ross Grant, Tenderfoot, Hamlin Garland 

Boy Life on the Prairie, Hamlin Garland 

Warpath and Hunting Trail, Elmer Gregor 

Jack, the Young Ranchman, G. B. Grinnell 

Phillip Kent of the Lower School, Truxto7i Hare 

Captain Fair and Square, W. D. Heyliger 

The Young Alaskans, Emerson Hough 

The Ranch of the Oxhide, Henry Inman 

Aztec Treasure House, Thos. A. Janvier 

Captains Courageous, Rudyard Kipling 

The Lure of the Black Hills, D. Lange 

Redney McGaw, Arthur E. McFarlane 

Jim Davis, John Masefield 

Martin Hyde, John Masefield 

Dorymates, Kirk Monroe 

Safety First, W. R. Nichols 

Wrecking Master, R. D. Paine 

The Voyage of the "Hoppergrass," Edmund Lester Pearson 

The Fullback, Lawrence Perry 

The Human Boy and the War, Eden Philpotts 

Stolen Treasure, Howard Pyle 

Iceboat Number One, Leslie W. Quirk 

The Boy Settler, E. L. Sahin 

The Gold Seekers of '49, E. L. Sahin 

Apauk, Caller of Buffalo, /. W. Schultz 

With the Indians in the Rockies, J. W. Schultz 

Kidnapped, R. L. Stevenson 

Buccaneers and Pirates of our Coast, F. R. Stockton 

Making Good in the Village, W. 0. Stoddard 

Gold Seeking on the Dalton Trail, A. R. Thompson 

To the Land of the Caribou, Paul G. Tomlinson 

The Strange Gray Canoe, Paul G. Tomlinson 

Gibby of Clamshell Alley, /. S. Van Dresser 



SELECTED BOOKS 223 

The Cruise of the "Cormorant," A. H. Verrill 
An American Crusoe, A. H. Verrill 
Marooned in the Forest, A. H. Verrill 
The Gaunt Grey Wolf, Dillon Wallace 
Bobby of the Labrador, Dillon Wallace 
Fur Trail Adventures, Dillon Wallace 
Lure of the Labrador Wild, Dillon Wallace 
Ungava Bob, Dillon Wallace 
Swiss Family Robinson, /. D, Wyss 

Heroes of Chivalry 

Story of Roland, /. Baldwin 

John Halifax, Gentleman, D. M. Craik 

Sir Marrok, Allen French 

The Court of King Arthur, W. H. Frost 

A Knight of the White Cross, G. A. Henty 

Heroic Legends, A. G. Herbertson 

Knights of the Golden Spur, Rupert S. Holland 

Historic Heroes of Chivalry, Rupert S. Holland 

The Boy's King Arthur, Sidney Lanier 

Stories from the Faerie Queene, M. McLeod 

Dick in the Desert, /. Otis 

Men of Iron, Howard Pyle 

Otto of the Silver Hand, Howard Pyle 

The Story of King Arthur and His Knights, Howard Pyle 

The Story of Sir Lancelot, Howard Pyle 

The Story of the Champions of the Round Table, Howard Pyle 

The Story of the Grail and the Passing of Arthur, Howard Pyle 

The Merry Adventures of Robin Hood, Howard Pyle 

Ivanhoe, Sir Walter Scott 

Stories from Old French Romance, E. M. Wilmot-Buxton 

Stories of Persian Heroes, E. M. Wilmot-Buxton 

A Book of Golden Deeds, Charlotte M. Yonge 

Boy's Ride, Gulielma Zollinger 

Rout of the Foreigner, Gulielma Zollinger 

Heroes of Daring 

The Story of Siegfried, James Baldwin 

A Story of the Golden Age, James Baldwin 



224 LEADERS MANUAL— PIONEERS 

The Modern Vikings, Hjalmar Boyesen 

A Boy of the First Empire, Elbridge S. Brooks 

The Story of Marco Polo, Noah Brooks 

Beach Patrol, W. Drysdale 

Lance of Kanana, H. W. French 

The Boy's Froissart, J. Froissart 

Boy's Book of Pirates, Henry Gilbert 

Adrift on an Ice-Pan, W. T. Grenfell 

By Pike and Dyke, G. A. Henty 

For the Temple, G. A. Henty 

Fighting a Fire, Chas. T. Hill 

Wulnoth the Wanderer, H. E. Inman 

Adrift in the Arctic Ice-pack, Elisha Kent Kane 

Olaf the Glorious, Robert Leighton 

Careers of Danger and Daring, Cleveland Moffett 

Life Savers, James Otis 

The Lighthouse Keepers, James Otis 

Stories from the Chronicles of the Cid, Mary W. Plumner 

Scottish Chiefs, Jane Porter 

Otto of the Silver Hand, Howard Pyle 

Jack Ballister's Fortunes, Howard Pyle 

The Spartan, C D. 0. Snedeker 

In the Days of Alfred the Great, E. M. Tappan 

In the Days of William the Conqueror, R. M. Tappan 

Gold Seeking on the Dal ton Trail, A. R. Thompson 

The Voyages of Captain Scott, Retold by Chas. Turley 

The Lure of the Labrador Wild, D. Wallace 

Ben Hur: A Tale of the Christ, Lew Wallace 

Boys' Napoleon, H. F. B. Wheeler 

Heroes of Humor 

Story of a Bad Boy, Thos. B. Aldrich 

The Monkey That Would Not Kill, Henry Drummond 

T. Haviland Hicks, Freshman, /. R. Elderdice 

At Good Old Siwash, George Fitch 

Nights with Uncle Remus, Joel Chandler Harris 

Uncle Remus : His Songs and His Sayings, Joel Chandler Harris 

Phaeton Rogers, R. Johnson 



SELECTED BOOKS 225 

The Varmint, Owen Johnson 

Lucky and His Gang, Grace S. Mason 

Toby Tyler; or Ten Weeks with a Circus, James Otis 

Mr. Stubbs' Brother, James Otis 

A Jolly Fellowship, Frank R. Stockton 

Penrod, Booth Tarkington 

The Adventures of Huckleberry Finn, Mark Twain 

The Innocents Abroad, Mark Twain 

The Prince and the Pauper, Mark Twain 

The Adventures of Tom Sawyer, Mark Twain 

A Connecticut Yankee in King Arthur's Court, Mark Twain 

Being a Boy, Chas. D. Warner 

Heroes of the Nation 

I. Biography and History 

The Story of Our Navy for Young Americans, Willis J. Abbot 

The Hero of Erie (Commodore Perry) , James Barnes 

Midshipman Farragut, James Barnes 

Yankee Ships and Yankee Sailors, James Barnes 

Boots and Saddles, Elizabeth B. Custer 

The Boy General, Elizabeth B. Custer 

The True Story of Benjamin Franklin, Elbridge S. Brooks 

The True Story of George Washington, Elbridge S. Brooks 

Brave Deeds of Revolutionary Soldiers, R. B. Duncan 

American Leaders and Heroes, Wilbur F. Gordy 

Life of Grant for Boys and Girls, Warren Lee Goss 

On the Trail of Grant and Lee, F. T. Hill 

On the Trail of Washington, F. T. Hill 

Abraham Lincoln : The Boy and the Man, Jas. Morgan 

The Boys' Life of Ulysses S. Grant, Helen Nicolay 

The Boys' Life of Lincoln, Helen Nicolay 

Young Heroes of the American Navy, Thos. A. Parker 

Hero Tales from American History, Theodore Roosevelt and 

Henry Lodge 
Paul Jones, Molly Elliot Seawell 
The Story of Our Navy, William 0. Stevens 
Story of Young George Washington, Wayne Whipple 



226 LEADERS MANUAL— PIONEERS 

//. Historical Stories 
The Guns of Bull Run, /. A. Altsheler 
The Rock of Chickamauga, /. A. Altsheler 
Shades of the Wilderness, /. A. Altsheler 
The Tree of Appomattox, /. A. Altsheler 
Keepers of the Trail, /. A. Altsheler 
Hunters of the Hills, /. A. Altsheler 
Roger Paulding, Apprentice Seaman, Capt. Edward L. Beach, 

U. S. N. 
A Midshipman in the Pacific, C. T. Brady 
A Son of the Revolution, E. T. Brooks 
Banner of the White Horse, C. M. Case 
The Pilot, James Fenimore Cooper 
The Spy, James Fenimore Cooper 
Camp Fire and Trail, R. Clyde Ford 
Man Without a Country, E. E. Hale 
Cadet Days, Ge7i. Charles King 

A West Point Lieutenant, Capt. Paul B. Malone, U. S. A. 
Tom Strong, Washington's Scout, A. B. Mason 
Tom Strong, Third, A. B. Mason 
With Perry on Lake Erie, James Otis 
Great Locomotive Chase, Wm. Pittenger 
On the Plains with Custer, Edwin L. Sabin 
With Sam Houston in Texas, Edwin L. Sabin 
Brave Deeds of Union Soldiers, S. Scoville 
Little Jarvis, Molly Elliot Seawell 
The Boy Captive of Old Deerfield, M. P. W. Smith 
Black Arrow, R. L. Stevenson 
Three Years behind the Guns, L. G. Tisdale 
Prisoners of War, E. T. Tomlinson 
Tecumseh's Young Braves, E. T. Tomlinson 
The Boy Sailors of 1812, E. T. Tomlinson 
The Young Sharpshooter, E. T. Tomlinson 
Marching against the Iroquois, E. T. Tomlinson 
With Flintlock and Fife, E. T. Tomlinson 
Three Colonial Boys, E. T. Tomlinson 
Trail of the Mohawk Chief, E. T. Tomlinson 
Scouting with Kit Carson, E. T. Tomlinson 
Scouting for Washington, /. P. True 



SELECTED BOOKS 2^7 

III. Books on the Great War 
At the Edge of the War Zone, Mildred Aldrich 
Hilltop on the Marne, Mildred Aldrich 
Under the Red Cross Flag, Mabel Boardman 
The Cause; Poems of the War, Lawrence Binyon 
Collected Poems, Rupert Brooke 
Ambulance No. lo, Leslie Buswell 
Christine, Alice Cholmondeley 
Poems of the Great War, J. W. Cunliff 
Carry On ! Coningsby Dawson 
Plattsburg Manual, 0. 0. Ellis and E. B. Gary 
Over the Top, A. G. Empey 

You Are the Hope of the World, Hermann Hagedorn 
Kitchener's Mob, /. N. Hall 
A Student in Arms, Donald Hankey 
First Hundred Thousand, Ian {Beith) Hay 
My Home in the Field of Honor, F. W. Huard 
My Home in the Field of Mercy, F. W. Huard 
Spires of Oxford and Other Poems, W. M. Letts 
Flying for France, /. R. McConnell 
Harvest Moon, /. P. Peabody 
Kings, Queens, and Pawns, Mrs. Mary R. Rinehart 
My Fourteen Months at the ,Front, W. J. Robinson 
Poems, Alan Seeger 

Rhymes of a Red Cross Man, R. W. Service 
German Versus Civilization, William Roscoe Thayer 
Poems, Emile Verhaeren 
Fifes and Drums, The Vigilantes 
Why We Are at War, Woodrow Wilson 

Heroes of the Out-of-Doors 

I. Biography — Scouts and Pioneers 
Kit Carson, /. S. C. Abbott 
Daniel Boone, J. S. C. Abbott 
David Crockett, J. S. C. Abbott 
David Crockett, Scout, Chas. Allen Fletcher 
Adventures of Buffalo Bill, Col. W. F. Cody 
Daniel Boone, Backwoodsman, C. H. Forbes-Lindsay 



228 LEADERS MANUAL— PIONEERS 

Famous Indian Chiefs I Have Known, Major-Ceneral 0. 0. 

Howard, U. S. A. 
The Last of the Plainsmen, Zane Grey 
Captain John Smith, Tudor Jenks 
Buffalo Bill and the Overland Trail, Edwin L. Sabin 
With Carson and Fremont, Edwin L. Sahin 
Life of David Crockett, W. C. Sprague 
With Fremont the Pathfinder, /. H. Whitson 

II. Stories of Outdoor Life 
The Horseman of the Plains, /. A. Altsheler 
The Young Trailers, J. A. Altsheler 

The Boy Scouts of Woodcraft Camp, Thornton W. Burgess 
The Boy Scouts of Bob's Hill, Chas. Fierce Burton 
Camp Bob's Hill, C. P. Burton 
The Boy Scout Trailblazers, F. H. Cheley 
Told by the Camp Fire, F. H. Cheley 
Leatherstocking Tales, James Fenimore Cooper 
Be Prepared, A. W. Dimock 
The Boy Scouts of Berkshire, Walter P. Eaton 
Along the Mohawk Trail, Percy K. Fitzhugh 
Red Arrow, Elmer E. Gregor 
Camping in the AMnter Woods, E. E. Gregor 
The Wolf Hunters, G. B. Grimiell 
Trails of the Pathfinders, G. B. Grinnell 
The Bo3^s of Crawford's Basin, S. F. Hamp 
Shaggy coat, C. Hawkes 

The Boy Scouts of Birch-Bark Island, Rupert S. Holland 
A Scout of Today, Isabel Hornibrook 
In the Great Wild North, D. Lange 
The Call of the Wild, Jack London 

The Boy Scout's Year Book, W. P. McGuire and F. K. Mathiews 
Canoemates, Kirk Monroe 
Campmates, Kirk Monroe 

Boy Scouts of the Black Eagle Patrol, L. W. Quirk 
Pluck on the Long Trail; or Boy Scouts in the Rockies, Edwin 

L. Sabin 
Trapper Jim, Edwyn Sandys 
With the Indians in the Rockies, J as. W. Schultz 



SELECTED BOOKS 229 

The Biography of a Grizzly, Ernest Thompson Seton 

The Trail of the Sandhill Stag, E. T. Seton 

Wild Animals I Have Known, E. T. Seton 

Wild Animals at Home, E. T. Seton 

Rolf in the Woods, E. T. Seton 

Animal Heroes, E. T. Seton 

The Scout Master of Troop 5, Ida T. Thurston 

Scouting with Daniel Boone, E. T. Tomlinson 

Heroes of Sports 

The Half-back, Ralph Henry Barbour 

Change Signals, R. H. Barbour 

For the Honor of the School, R. H. Barbour 

The Brother of a Hero, R. H. Barbour 

Danforth Plays the Game, R. H. Barbour 

Left Tackle Thayer, R. H. Barbour 

The Crimson Sweater, R. H. Barbour 

Against Heav^^ Odds, R. H. Barbour 

Danny Fists, Walter Camp 

Danny, the Freshman, Walter Camp 

Following the Ball, A. T. Dudley 

At the Home Plate, A. T. Dudley 

The School Team on the Diamond, John Prescott Earl 

Making the Freshman Team, T. Truxton Hare 

Bartley, Freshman Pitcher, William Heyliger 

Against Odds, William Heyliger 

Tom Brown's School Days, Thomas Hughes 

Pitching in a Pinch, Christy Mathewson 

The School Days of Elliott Gray, Jr., Colton Maynard 

College Years, Ralph D. Paine 

Head Coach, Ralph D. Paine 

Harding of St. Timothy's, A. S. Pier 

The Jester of St. Timothy's, A, S. Pier 

The Boys of St. Timothy's, A. S. Pier 

Freshman Dorn, Pitcher, Leslie W. Quirk 

Baby Elton, Quarterback, Leslie W. Quirk 

The Fourth Down, Leslie W. Quirk 

The Pennant, E. T. Tomlinson 

Fair Play, H. Williams 

Batter-up, Hawley Williams 



230 LEADERS MANUAL— PIONEERS 

Heroes of Success 

I. Biography 
Historic Americans, E. S. Brooks 
True Story of Abraham Lincoln, E. S. Brooks 
The Boyhood of Lincoln, Hezekiah Butterworth 
Autobiography, Benjamin Frankliri 
Through College on Nothing a Year, Christian Gauss 
Pushing to the Front, 0. S. Harden 
Boy's Life of Edison, Wm. Meadowcroft 
Life of Abraham Lincoln, Chas. W. Moores 
Boy's Life of Abraham Lincoln, Helen Nicolay 
Life of Robert Louis Stevenson, J. M. Overton 
Boy's Life of Mark Twain, A. B. Paine 
Captains of Industry, James Parton 
Life of Edison, 7^. Rolt-Wheeler 
Up from Slavery, B. T. Washington 

II. Stories 
The Fast Mail, William Drysdale 
The Young Supercargo, William Drysdale 
The Hoosier School Boy, Edward Eggleston 
Pickett's Gap, H. Greene 
Off Side, William Heyliger 
Sandsy's Pal, Gardner Hunting 
Captains Courageous, Rudyard Kipling 
The Young Homesteaders, J. W. Lincoln 
Cadet of the Black Star Line, Ralph D. Paine 
Tommy Remington's Battle, Burton E. Stevenson 
Crowded out O'Crofield, W. 0. Stoddard 
Uncle Abner's Legacy, A. H. Verrill 
The Widow O'Callaghan's Boys, G. Zollinger 

The Books of Information 

7. Fiction 
Pick, Shovel and Pluck, A. R. Bond 
With the Men Who Do Things, A. R. Bond 
On the Battle-front of Engineering, A. R. Bond 
Jack Straw, the Lighthouse Builder, L. W. Crump 



SELECTED BOOKS 231 

Book of Pirates, Henry Gilbert 

Indian Why Stories, F. D. Lindermann 

The Boy with the U. S. Survey, Francis RoU-Wheeler 

The Boy with the U. S. Census, Francis RoU-Wheeler 

The Boy with the U. S. Indians, Francis RoU-Wheeler 

The Boy with the U. S. Foresters, Francis RoU-Wheeler 

The Boy with the U. S. Life-savers, Francis RoU-Wheeler 

The Boy with the U. S. Mail, Francis RoU-Wheeler 

The Monster Hunters, Francis RoU-Wheeler 

Wild Animal Ways, E. T. Seton 

Our Own Land Series, E. T. Tomlinson 

Letters from Brother Bill, W. K. Towers 

Jungle Chums, A. H. Verrill 

II. Fact 
Story of Our Navy for Young Americans, Willis J. Abbott 
The Boy's Prescott, H. W. Banks 
The Boy's Motley, H. W. Banks 
Training Wild Animals, Frank Chas. Bostock 
Wonderland of Stamps, W. D. Burroughs 
Boyhood Stories of Famous Men, Katherine D. Gather 
The Travels of Birds, Frank M. Ghapman 
The Battle of Baseball, G. H. Glaudy 
The Book of Stars, A. F. Gollins 
The Wireless Man, F. A. Gollins 
The Camera Man, F. A. Gollins 

At Home in the Water, Geo. Gorsan , 

Boy's Book of Firemen, Irving Grump 
Boy's Book of Airships, H. Delacombe 
Uncle Sam's Modern Miracles, W. A. DuPuy 
Indian Boyhood, G. A. Eastman 
Indian Scout Talks, G. A. Eastman 
Stories of Useful Inventions, S. E. Forman 
Autobiography of Benjamin Franklin — Israel Putnam, Louise 

S. Hasbrouck 
Our Country's Flag, Edward S. Holden 
Historic Inventions, R. S. Holland 
Historic Events of Colonial Times, R. S. Holland 
Boy's Book of Steamships, /. R. Houden 



232 LEADERS MANUAL— PIONEERS 

The Story of the Cowboy, Emerson Hough 

Deeds of Doing and Daring, W. A. Johmston 

Heroes of the Great War, G. A. Leask 

The Boy's Book of New Inventions, Harry E. Maule 

The Boy's Book of Hunting and Fishing, Warren H. Miller 

When I Was a Boy in Russia, V. Mokrievitch 

Book of Forestry, Proj. Franklin Moon 

Keeping in Condition, H. H. Moore 

Life of R. L. Stevenson, /. M. Overton 

Boy's Life of Mark Twain, Albert B. Paine 

The Oregon Trail, F. Parkman 

The Boy's Book of Famous Warships, Wm. 0. R. M. Stevens 

Places Young Americans Want to Know, E. T. Tomlinson 

Bird Friends, Gilbert H. Trafton 

The Lightbringers, M. H. Wade 

Young People's Story of Massachusetts, Herschel Williams 

The Book of Athletics, Paul Withington 

The W^hat and How To Do Books 

Harper's Indoor Book for Boys, J. H. Adams 

Harper's Outdoor Book for Boys, /. H. Adams 

Harper's Machinery Book for Boys, /. H. Adams 

Jack of All Trades, Dan C. Beard 

Handicraft for Outdoor Boys, Dan C. Beard 

Outdoor Handy Book, Dan C. Beard 

The American Boys' Handy Book, Dan C. Beard 

Field I and Forest Handy Book, Dan C. Beard 

Boat-Building' and Boating, Dan C. Beard 

Shelters, Shacks and Shanties, Dan C. Beard 

The Boy Pioneers, Dan C. Beard 

The Scientific American Boy, A. Russell Bond 

The Scientific American Boy at School, A. Russell Bond 

Handbook for Boys, Boy>Scouts of America 

Box Furniture, etc., L. Brigham 

The Boy Scout's Camp Book, Edward Cave 

Camp and Outing 'Activity, Cheley-Baker 

The Book of Wireless, F. A. Collins 

The Book of Electricity, F. A. Collins 

Boys' Book of Model Aeroplanes, F. A. Collins 



SELECTED BOOKS 233 

Second Boys' Book of Model Aeroplanes, F. A. Collins 

Carpentry and Woodwork, Prof. Edwin W. Foster 

Harper's Camping and Scouting, Grinnell &' Swan 

The Boy Craftsman,^. N. Hall 

Handicraft for Handy Boys, A. N. Hall 

American Boys' Work Shop, C. B. Kelland 

Harper's Beginning Electricity, D. C. Shafer 

Boy's Book of Mechanical Models, Wm. B. Stout 

Harper's Wireless Book, A. H. Verrill 

The Gasoline Engine Book, A. H. Verrill 

Harper's Aircraft Book, A. H. Verrill 

The Book of the Motor Boat, A. H. Verrill 

The Amateur Carpenter, A. H. Verrill 

The Boys' Outdoor Vacation Book, A. H. Verrill 

How to Make Baskets, Mary White 

The Boy Mechanic, Popular Mechanics 



CHAPTER XVII 

A GENERAL CLASSIFIED BIBLIOGRAPHY OF ALL 
BOY ACTIVITIES AND INTERESTS 



The following Bibliography has been prepared especially for 
the busy Leader who does not have time to spend browsing in a 
library. As nearly as possible, a few of the best books have been 
selected on every topic covered or referred to in the Program. 
All of these books will be found in a large city public library and 
at least one from each classification in almost any public library; 
alphabetically, the classification is as follows: 



Animal Study 

Art 

Arts and Crafts 

Astronomy 

Automobiling 

Aviation 

Bible Studies for Boys 

Bird Study 

Biography 

Books and Reading 

Boys' Work 

Botany 

Camping 

Church Relationships 

Choice of Life Work 

Civics 

Collections and Collecting 

Canoeing and Boating 

Education 
Electricity 



Farms and Farming 
First Aid 
Fishing 
Forestry 

Games and Entertainment 

Gardening 

Geology 

Gymnastic Work 

Handicraft 
History of Religion 
Hygiene 

Immigration 
Insects — Nature Study 
Inspirational — Personality 
Development 

Keeping Pets 

Magazines for Boys 
Manners and Conduct 
Missionary Education 
Music 



BIBLIOGRAPHY 235 

Nature Study Religious Education 

Personal Devotion Safety First 

Photography Service Training 

Physiology and Hygiene Sex Education and Hygiene 

Poetry Sociology 

Play and Games Swimming 

Psychology 

Public Speaking Telegraphy 



Animal Study 

Introduction to Zoology, Davenport, $1.10 

The Animal World, Gamble, $.50 

Life of Animals — the Mammals, Ingersoll, $1.25 

Familiar Animals and Their Field Kindred, Monteith, $.50 

Evolution, Thomson — Geddes, $.60 



Art 

Great Masters, Lafarge, $2.50 

Art and Artists, Clement, $4.50 

Little Journeys to Homes of Eminent Artists, Hubbard, $2.00 

How to Look at Pictures, Witt, $2.50 

Textbook of the History of Painting, Van Dyke, $1.50 

History of Greek Art, Tarbell, $1.25 

Seven Lamps of Architecture, Ruskin, $2.40 

History of Art, Goodyear, $3.20 

Stones of Venice, Ruskin, $.70 

Painters and Paintings, Wedmore (Home University Library), .60 

Elements of Drawing, Ruskin, $.70 

Elements of Design, Rimmer, $2.00 

Free-hand Drawing, Cross, $.96 

Design in Theory and Practice, Batchelder, $1.75 

How to Draw, Barritt, $2.00 

Elements of Mechanical Drawing, Anthony, $1.60 

News from Nowhere, Morris, $.75 

Appreciation of Sculpture, Sturgis, $1.50 

Textbook of the History of Sculpture, Marquand — Frothingham, 

$1.50 
Clay Modeling and Plaster Casting, Hasluck, $1.00 
Clay Modeling, Holland, $.75 



236 LEADERS MANUAL— PIONEERS 

Arts and Crafts 

Art. Crafts for Beginners, Sanford, $1.20 

Elements of Woodwork and Construction, King, $.90 

Woodworking for Beginners, Wheeler, $2.50 

Elementary Woodwork, Kilbon, $.75 

A Shorter Course in Woodworking, Wheeler, $1.50 

How to Use Woodworking Tools, Whitaker, $.60 

Constructive Carpentry, King, $.70 

Box Furniture, Brigham, $1.60 

Art Craft and Cabinet Making, Denizing, $1.50 

Woodcarving, Design and Workmanship, Jack, $1.75 

Woodcarving, Jackson, $1.20 

Carpentry and Mechanics for Boys, Hall, $2.00 

Elementary Metal Work, Godfrey, $1.50 

Minerals and Metals, Goessel, $3.00 

Bent Iron Work, Hasliick, $,75 

Decoration of Metal, Wood, Glass, etc., Standage, $2.00 

Silver-work and Jewelry, Wilson, $2.25 

How to Make Baskets, Talbot, $1.00 

Basket Work, Hasluck, $.50 

Book Binding, Hasluck, $.75 

Book Binding and Care of Books, Cocker ell, I1.25 

Pottery and Porcelain, Bohn, $1.50 

Upholstery, Hasluck, $.50 

Leather Working, Hasluck, $.50 

Glass, Dillon, $7.50 

Glass Writing, Embossing, and Fascia Work, Hasluck, $.50 

Stained Glass Work, Whall, $1.75 

Astronomy 

Astronomy for Amateurs, Flammarion, $1.75 
Popular Astronomy, Flammarion, $5.00 
An Easy Guide to the Constellations, Gall, $.75 
A Beginner's Star Book, McCready, $2.75 
A Field Book of the Stars, Olcott, $1.00 
Astronomy for Ever>^body, Newcomh, $2.00 
Astronomy with the Naked Eye, Serviss, $1.50 
Steele's Popular Astronomy, Steele, $1.00 
Star Atlas, Upton, $2.50 

Automobiling 

Automobiling — Motor Car Principles, Withman, $1.60 

The Automobile— Its Selection, Care, and Use, Sloss, $.70 



BIBLIOGRAPHY 237 

Automobile Troubles and How to Remedy Them, Root, $1.00 
The Gasoline Motor, Slauson, $.70 

Aviation 

Aviation Pocket Book, Matthews, $1.00 
Vehicles and the Air, Longhead, $2.50 
Harper's Aircraft Book, Verrill, $1.00 
Aerial Navigation, Zahm, $3.50 

Bible Studies for Boys 

Graded Lessons, Improved Uniform Lessons, and Depart- 
mental Graded Lessons, as issued by the denominational pub- 
lishing houses for use in Bible classes. 

(Note. For those who wish to supplement the regular study 
courses offered by the denominations, or who have use for special 
courses, the following additional suggestions are offered.) 

For Pioneers 
What Manner of Man Is This? Murray, $0.40 
Travels of Paul, Jackson, $0.40 
Men Who Dared, Trumbull, $0.40 

For Comrades 

Heroes of Israel, Soares, $1.00 

Campaign of Friendship, Harris, $0.15 

High CaUing, Hoffman, $0.50 

Jesus the Leader, Koehler, $0.15 

Jesus the Master, Koehler, $0.15 

Jesus' Life, Nash, $0.35 

Christian Life and Conduct, Hunting, I0.75 

Christian Teaching on Social and Economic Questions, Robin- 
son, $0.50 

Life and Works of Jesus, Murray, $0.75 

Life of St. Paul, Leacock, $0.75 

Bird Study 

Birds of the United States, Apgar, $2.00 

Birdcraft, Wright, $1.75 

Field Book of Wild Birds and Their Music, Mathews, $2.50- 

How to Study Birds, Job, $1.50 

Bird Life, Chapman, $2.25 

Birds That Hunt and Are Hunted, Blanchan, $2.50 

Bird Neighbors, Blanchan, $2.50 



238 LEADERS MANUAL— PIONEERS 

Birds of Eastern North America, Reed, $3.00 

Nature Studies: Birds, Reed, $.60 

Camera Studies of Wild Birds in Their Homes, Reed, $2.00 

North American Birds' Eggs, Reed, $2.50 

Land Birds East of Rockies, Reed, $1.00 

Water and Game Birds, Reed, $1.00 

Western Bird Guide, Reed, $1.00 

Biography 

Donald McRea, Burr, $1.00 
Servants of the King, Speer, $.35 
Young Men Who Overcame, Speer, $1.00 
Perfect Tribute, Andrews, $.50 
Their Call to Service, Howard, $.60 
Reapers of His Harvest, Paris, $.60 
Heroes of the Campus, Cochran, $.60 

Books and Reading 

Hints for Home Reading, Abbott, $1.00 
Right Use of Books, Atkinson, $.50 
Choice of Books, Carlyle, $.50 
How to Study, McMurry, $1.25 

Blowing Out the Boys' Brains, Mathiews, (Free, Boy Scouts of 
America — 200 Fifth Ave., New York City) 

Boys' Work 

Classified Bibliography of Boy Life and Organized Work with 

Boys, Veal, $1.00 
Boyology, Gibson, $1.00 
Boy Training, Alexander, $.75 
Adolescent Boyhood, Burr, $.75 
Boy and the Church, Foster, $.75 
Boy Life and Self Government, Fiske, $1.00 
Boy Problem, Forbush, $1.00 

Applied Ideals in Work with Boys, Crampton, $1.00 
Boys Work — The Local Church, M and R Series, $.50 
That Boy of Yours, Kirtlay, $1.00 
Training the Boy, McKeever, $1.50 
Boy and His Gang, Puffer, $1.25 
Minister and the Boy, Iloben, $1.00 
Wage-Earning Boy, Robinson, $.25 
Community Work, Ritchie, $.75 



BIBLIOGRAPHY 239 

Parenthood and Race Culture, Saleeby, $2.75 

Moral Education, Griggs, $1.60 

Coming Generation, Forbush, $1.75 

Moral Principles in Education, Dewey, $.40 

Youth and Education, Hall, |i.6o 

Making of Character, MacCunn, $1.25 

Quest of the Best, Hyde, $1.25 

High School Bulletins $.10 

Farm Boys and Girls, McKeever, $1.75 

Big Brother Investment, Cheley, $.50 

Adventure of a Prodigal Father, Cheley, $.50 

Everyboy, Burr, $.60 

Boy and the Sunday School, Alexander, $1.00 

Teens and the Rural Sunday School, Alexander, $.50 

Calling of Boyman, Burr, $.50 

Magazines 

American Youth, $2.00 per year 

Canadian Boy Builder, $.50 per year 

Scouting, $1.00 per year 

Boys' Workers Round Table — quarterly, $1.00 for six numbers 

Church Relationship 

After Decision — ^What? Foster, $.05 

At the Forks of the Road, Foster, $.05 

Essentials, Jefferson, $.35 

Next Step, Jefferson, $.35 

All Things New, Morgan, $.10 

What the Church Means to Me, Grenfell, $.50 

Preparation for Church Membership, Gilbert, $.35 

Boy's Religion, Hughes, $.50 

Letters on Evangelism, Hughes, $.25 

Christian and the Church, Coffin, $.10 

Choice of Life Work 

Will of God and a Man's Life Work, Wright, $.60 

How They Succeeded, Harden, $1.25 

Starting in Life, Fowler, $1.75 

What Career, Hale, $1.25 

Making Life Count, Foster, $.60 

Profitable Vocations for Boys, Weaver, $1.00 

Challenge to Life Service, Ilarris-Robbins, $.75 

Occupations, Gowin — Wheatley, $1.36 



240 LEADERS MANUAL— PIONEERS 

Boys' Work Secretaryship — a New Profession, Porter, $.05 
Future Leadership of the Church, Mott, $.50 
Claims and Opportunities of the Christian Ministry, Molt, $.50 
Young Folks' Library of Vocations (10 volumes), Hyde, Editor, 

$22.50 
Choosing a Career, Harden, $.75 
Choosing a Vocation, Parsons, $1.10 
Salaried Positions for Men in Social Work, $.15 
Youth and the Nation, Moore, $1.25 
Vocational and Moral Guidance, Davis, $1.48 
Older Boys' Christian Calling Declaration Card, $1.50 per 100 
Secretaryship of the Y. M. C. A. A Significant Life Calling, 

Scares — Ober, $.25 

Botany 

Lessons with Plants, Bailey, $1.10 

New Manual of Botany, Gray, $2.50 

Field Botany, Manton, $.50 

Practical Course in Botany, Andrews, $1.25 

Practical Botany, Bergen — Caldwell, $1.52 

Who's Who Among the Wlldflowers and Ferns, Beecroft, $1.50 

Flowers and Ferns in Their Haunts, Wright, $2.00 

Practical Guide to Wild Flowers and Fruits, Walton, $1.50 

Flower Guide — East of the Rockies, Reed, $1,00 

Field Book of Western Flowers, Armstrong — Thornier, $2.00 

How to Know the Wild Flowers, Parsons, $2.00 

Camping 

Camping for Boys, Gibson, $1.00 

Camp and Outing Activities, Cheley-Baker, $1.50 

Camp Craft, Miller, $1.50 

Camp and Trail, White, $1.25 

Camping and Woodcraft, 2 vols., Kephart, $1.50 each 

Harper's Camping and Scouting, Grinnell — Swan, $1.50 

Camp Life in the Woods, Gibson, $1.00 

Camping and Camp Cooking, Bates, $.75 

Theory and Practice of Cookery, William — Fisher, $1.00 

Camp Cookery, Kephart, $1.00 

Nutrition of Man, Chittenden, $3.00 

Boy's Camp Book, Cave, $.60 

Boy Scout's Hike Book, Cave, $.60 

Two Little Savages, Seton, $1.75 

Winter Camping, Carpenter, $1.00 



BIBLIOGRAPHY 241 

Shelters, Shacks, and Shanties, Beard, $1.25 

Book of Woodcraft, Seton, $1.75 

Packing and Portaging, Wallace, $1.00 

Outdoor Signalling, Wells, $1.00 

Tracks and Tracking, Brmmer, $1.00 

Fishing Kits and Equipment 

Bible Studies for Boys' Camps, Gibson, $.10 

Told by the Camp Fire, Cheleji $.75 

Camping with Henry, Cheley, $.60 

Around the Fire, Burr, $.75 

Rolf in the Woods, Setoii, $1.75 

Backwoods Surgery and Medicine, Moody, $1.00 

Civics 

Civics, Sherman, $.90 

The State, Wilson, $2.50 

Good Citizenship, Richman — Wallach, $.45 

Civil Government, Reinsch, $.72 

Elements of Civil Government, Peterman, $.34 

Government of the United States, Moses, $1.05 

Government: What It Is and What It Does, Clark, $.75 

American Government, Haskin, $1.35 

Hindrances to Good Citizenship, Bryce, $1.25 

Teaching of Citizenship, Hughes, $1.25 

America in the Making, Abbott, $1.25 

Critical Period of American History, Fiske, $2.00 

American Judiciary, Baldwin, $1.35 

American Plan of Government, Bacon, $2.50 

Promise of American Life, Croly, $.60 

Preface to Politics, Lippman, $1.50 

Framing of the Constitution, Farrand, $2.50 

Principles of Politics, Jenks, $1.50 

Actual Government, Hart, $1.50 

Constitutional Government in the United States, Wilson, $1.50 

Congressional Government, Wilson, $1.50 

Collections and Collecting 

Outdoor World or the Young Collector's Handbook, Furneaux, 

$1.50 
Collector's Manual, Moore, $2.50 
National Museum Bulletin No. 39, Washington, D. C. (2 parts, 

I pt, $.10, I pt., $.05) 
Nature's Calendar, Ingersoll, $1.50 



242 LEADERS MANUAL— PIONEERS 

Canoeing and Boating 
Boat-Building and Boating, Beard, $1.25 
Harper's Motor Boating for Boys, Davis, $.60 
Harper's Boating Book for Boys, Davis, $1.50 
Boat Sailing (Reprinting), Kenealy, $1.00 
Canoe and Boat Building, Stephens, $2.00 

Education 

College and the Man, Jordan, $.80 

Growth and Education, Tyler, $1.50 

Idealism in Education, Borne, $1.25 * 

Education, Thorndike, $1.25 

Youth and the Race, Swift, $1.50 

Habit Formation, Rowe, $1.50 

Youth, Hall, $1.60 

Winning Out, Harden, $1.25 

Psychological Principles of Education, Home, $1.75 

Quest of the Best, Hyde, $1.25 

Making of Character, MacCunn, $1.25 

Bulletin No. i. The Local Organization, $.10 

Bulletin No. 2. A Specimen Constitution, $.10 

Bulletin No. 3. The Inner Circle, $.10 

Bulletin No. 4. Catalogue of Helpful Books and Pamphlets, 

Free 
Bulletin No. 5. Maintaining the Spirit of Evangelism, $.10 

Electricity 

Electricity for Everybody, Atkinson, $1.50 
Electrical Experiments, Bonney, $.75 
Electrical Engineers' Pocket Book, Foster, $5.00 
Electric Bells, Jones, $.50 
Electricity in Locomotion, Whyte, $.70 
Electricity — ^What Is It? Verschoyle, $1.00 

Farms and Farming 

Fundamentals of Agriculture, Halligan, $1.48 
First Principles of Agriculture, Goff — Mayne, $.96 
Elements of Agriculture, T^arrew, $1.10 
School Agriculture, Wood, $.90 
Principles of Agriculture, Bailey, $1.25 
Intensive Farming, Corbett, $.70 

Principles of Bookkeeping and Farm Accounts, Bexell — Nichols^ 
$.65 



BIBLIOGRAPHY 243 

Soils, Lyon — Pippin, $1.90 

Farm Grasses of the United States, Spillman, $1.25 

Manual of Farm Animals, Harper, $2.00 

Feeding of Animals, Jordan, $1.75 

Diseases of Animals, Mayo, $1.75 

The Horse — His Breeding, Care and Use, Buffum, $1.00 

Training and Breaking of Horses, Harper, $2.00 

The Horse, Roberts, $1.35 

Milk and Its Products, Wing, $1.60 

Dairy Cattle and Milk Production, Eckles, $1.60 

Dairy Chemistry, Snyder, $1.00 

Nursery Book, Bailey, $1.50 

Principles of Fruit Growing, Bailey, $1.75 

Pruning Manual, Bailey, $2.00 

Injurious Insects to the Farms and Garden, Treat, $1.50 

Farm Friends and Farm Foes, Weed, $1.20 

Handicraft Bulletin, Michigan Agricultural College, Free 

Farm Poultry, Watson, $1.50 

Boys' and Girls' Club Work, Lindeman, Supt. of Documents, 

Washington, D. C. 
A Series of Farmcraft Lessons, U. S. Boys' Working Reserve, Free 
Making Boy Power Count, U. S. Boys' Working Reserve, Free 

First Aid 

First Aid to the Injured, Doty, $1.75 

First Aid Charts, Merton, $5.00 (Set) 

First Aid in Illness and Injury, Pitcher, $2.00 

Backwoods Surgery and Medicine, Moody, $1.00 

American Red Cross Abridged Textbook and First Aid, Lynch, 

$.30 
Emergencies, Gulick, $.48 

Fishing 

Book of Fish and Fishing, Rhead, $1.50 
Familiar Fish, McCarthy, $1.75 
American Fishes, Goode, $5.00 
Story of the Fishes, Baskett, $.80 

Forestry 

Practical Forestry, Puller, $1.50 

Practical Forestry for Beginners in Forestry, Clifford, $1.30 

Tree Guide, Rogers, $1.00 

Our Native Trees, Keeler, $2.00 



244 LEADERS MANUAL— PIONEERS 

Trees of the Northern United States, Apgar, $i.oo 
Getting Acquainted with the Trees, McFarland, $'1.50 
Ornamental Shrubs of the United States, Apgar, $1.50 
North American Forests and Forestry, Bnmcken, $2.00 
All among the Loggers, Burleigh, $1.35 
Studies of Trees in Winter, Huntington, $2.50 
Trees in Winter, Blakeslee — Jarvis, $2.00 

Games and Entertainment 

Indoor Games and Socials for Boys, Baker, $.75 

Catalogue of Entertainments, Penn Publishing Co., 

Money-Making and Merry-Making Entertainments, Rock- 

Goodfellow, $.60 
Social Activities for Men and Boys, Chesley, 
Ice Breakers, ' $1.00 

Gardening 

The Garden Yard, Hall, $1.00 

Farm and Garden Rule Book, Bailey, $2.00 

Manual of Gardening, Bailey, $2.00 

Practical Flower Garden, Ely, $2.00 

How to Grow Vegetables and Garden Herbs, French, $1.75 

Gardening for Profit, Henderson, $1.50 

Our Garden Flowers, Keeler, $2.00 

School and Home Gardens, Meier, $.96 

Greenhouse Management, Taft, $1.60 

Vegetable Gardening, Watts, $2.00 

Geology 

Geological Story Briefly Told, Dana, $1.15 
Rocks, Rock- Weathering and Soils, Merrill, I4.00 
The Earth, Poynting, $.70 
Elementary Meteorology, Waldo, $1.50 
Ice Age in North America, Wright, $5.00 
Catalogue of Minerals, Chester, $1.25 
Common Minerals and Rocks, Crosby, $.64 
Minerals and How to Study Them, Dana, $1.50 
Minerals and Metals, Goessel, $3.00 
Practical Metallurgy and Assaying, Hiorns, $2.25 
Mineralogy, Phillips, $3.75 

Gymnastic Work 

Marching, Berry-Cornell, $.25 
School Gymnastics, Bancroft, $1.68 



BIBLIOGRAPHY 245 

Manual of Physical Drill, Butts, $1.50 

Manual of Marching, Cornell, $.25 

Physical Education, Sargent, $1.80 

Posture of School Children, Bancroft, $1.50 

Exercise and Health, Hutchinson, $1.00 

Rowing and Track Athletics, Crowther — Ruhl, $2.00 

Track Athletics, Lee, $1.25 

Handicraft 

Harper's Indoor Book for Boys, Adams, $1.50 

American Boy's Handybook, Beard, $1.50 

Indoor and Outdoor Handicraft, Beard, $1.50 

Scientific American Boy, or the Camp at Willow Clump Island, 

Bond, I1.50 
Scientific American Boy at School, Bond, $1.50 
Handy Farm Devices and How to Make Them, Cobleigh, $1.50 
Educational Wood Working for Home and School, Parks, $1.00 
Seven Hundred Things a Boy Can Do, Popular Mechanics 

History of Religion 

Bible and the Spade, Banks, $1.00 
Bible in the World Today, Barbour, $.75 
Bible: Its Origin and Nature, Dods, $.70 
Faiths of Mankind, Soper, $.75 
Preparations for Christianity, Roedall, $.90 
Religions of the World, Grant, $.50 
History of Religion, Menzies, $1.60 
Ten Great Religions, Clarke, $2.25 
Landmarks of Church History, Cowan, $.50 

Immigration 

Changing America, Ross, $1.25 
New Democracy, Weyl, $2.00 
Immigrant Races of North America, Roberts, $.50 
On the Trail of the Immigrant, Steiner, $1.75 
Immigrant Tide, Its Ebb and Flow, Steiner, $2.00 
An American in the Making, Ravage, $1.50 
America, God's Melting Pot, Craig, $40 
Imported Americans, Brandenburg, $2.00 

Insects — Nature Study 

Nature's Craftsman, McCook, $2.00 
Insects and Insecticides, Weed, $1.50 



246 LEADERS MANUAL— PIONEERS 

Moths and Butterflies, Ballard, $1.50 

Manual for the Study of Insects, Comstock, $4.07 

Our Insect Friends and Foes, Cragin, $1.75 

Butterfly Book, Holland, $4.00 

Insect Book, Howard, $3.00 

American Insects, Kellogg, $6.00 

Injurious Insects, O'Kane, $2.00 

Romance of Insect Life, Selous, $1.75 

Inspirational — Personality Development 

CaU for Character, Bosworth, $.25 

Jesus the Joyous Comrade, Brown, $.40 

Temptation and How to Meet It, Eddy, $.10 

Second Mile, Fosdick, $.40 

Cartoons in Character, Foster, $.50 

Dynamic Manhood, Giilick, $.75 

Story of Dan McDonald, Hinckley, $.25 

Fight for Character, King, $.25 

Rational Living, King, $.70 

Letter He Was Ashamed Of, McCowan, $.30 

Trail a Boy Travels, McCowan, $.30 

How to Hold a Job, Finer, $.10 

How to Deal with Temptation, Speer, $.25 

Marks of a Man, Speer, $.70 

Personal Economy and Social Reform, Wood, $.50 

Success, Harden, $.50 

Increasing Human Efficiency, Scott, $1.50 

How to Study Effectively, Whipple, $.50 

How to Speak Effectively Without Notes, Speer, $.20 

Keeping Pets 

The Airedale, Haynes, $1.00 
The Bull Terrier, Haynes, $1.00 
The Fox Terrier, Haynes, $1.00 
Practical Dog Keeping, Haynes, $1.00 
Training the Bird Dog, Whitford, $1.25 
Our Domestic Birds, Robinson, $1.50 
American Poultry Culture, Sando, $1.25 
Practical Poultry Keeping, Sando, $.80 
How to Keep Hens for Profit, Valentine, $1.50 
Profitable Breeds of Poultry, Wheeler, $1.00 



BIBLIOGRAPHY 247 

Magazines for Boys 

Boy's Life, Boy Scouts of America, New York City, $1.50 

Popular Mechanics 

The National Geographic Magazine 

St. Nicholas, Century Publishing Co., New York, $2.00 

The Youth's Companion, Perry Mason Co., Boston, $2.00 

The American Boy, Sprague Pub. Co., Detroit, $2.00 

Manners and Conduct 

Manners and Social Usages, Sherwood, $1.25 
Lessons on Manners, Dewey, $.75 
More Power to You, Barton, $1.00 
Top or Bottom — ^VVhich? Brown, $.15 

Missionary Education 

Moslem Problem and Peril, $.05 

Stewardship of Life, $.05 

Modern Hinduism, $.05 

Non-Christian Religions Inadequate, Speer, $.05 

Christian Democracy for America, Keeler — Forsythe, $.75 

Missionary Education in Sunday School, Diffendorfer, $.10 

Why and How of Foreign Missions, Brown, $.60 

Foreign Missionary, Brown, $1.50 

Call of the World Task, Murray, $.60 cloth, $.40 paper 

Stewardship (Packet containing the following pamphlets) : $.10 

Money, Its Nature and Power, Schauffler, $.05 

Opportunity of the Hour, Eddy, $.05 

Scripture Principles of Giving, Illustrated by Fox, $.05 

Mission Study Books 

Age 12, Jack and Janet in the Philippines, Thomas, $.55 cloth, 

$.30 paper 
Giovanni, Ferris, $.50 cloth, $.30 paper 

Suggestions to Leaders, $.10 
Livingstone Hero Stories, Mendenhall, $.15 paper 
Age 13 African Adventures, Mackenzie, $.50 cloth, $.30 paper 

Suggestions to Leaders, $,io 
Stories of Brotherhood, Hunting, $.50 cloth, $.30 paper 

Suggestions to Leaders, $.10 
Story of John G. Baton, or Thirty Years Among South 

Sea Cannibals, Paton, $1.00 



248 LEADERS MANUAL— PIONEERS 

Age 14 Uganda's White Man of Work, Fahs, $.60 cloth, $.40 
paper 

Suggestions to Leaders, $.10 
Brother Van, Brummitt, $.60 cloth, $.40 paper 
Age 15 Livingstone the Path-Finder, Mathews, $.60 cloth, $.40 
paper 

Suggestions to Leaders, $.10 
Martin of Mansfeld, Seebach, $.60 cloth, $.40 paper 
Under Marching Orders, Hubbard, $.60 cloth, $.40 paper 
Age 16 Makers of South America, Daniels, $.60 cloth, $.40 
paper 
Black Bearded Barbarian, Keith, $.60 cloth, $.40 paper 
Suggestions to Leaders, $.10 
Age 17 Comrades in Service, Burton, $.60 cloth, $.40 paper 
Suggestions to Leaders, $.10 
Masoud, the Bedouin, Carhart, $1.00 
Age 18 Servants of the King, Speer, $.60 cloth, $.40 paper 
Suggestions to Leaders, $.10 
Men and Things, Atkinson, $.60 cloth, $.40 paper 
Suggestions to Leaders, $.10 
Age ig The Moffats, Hubbard, $.60 cloth, $.40 paper 
Lure of Africa, Patton, $.60 cloth, $.40 paper 
Students in Asia, Eddy, $.60 cloth, $.40 paper 
American Physician in Turkey, Ussher — Knapp, $1-75 
Thirty Years with the Mexicans, in Peace and Revolu- 
tion, Case, $1.50 
Age 20 Ancient Peoples at New Tasks, Price, $.60 cloth, $.40 
paper 

Suggestions for Leaders, $.10 
Gospel for a Working World, Ward, $.60 cloth, $.40 
paper 

Suggestions for Leaders, $.10 
South Today, Moore, $.60 cloth, $.40 paper 

Music 

Appreciation of Music, Surette — Mason, $1.50 
History of American Music, Elson, $6.00 
What Is Good Music? Henderson, $1.25 
Orchestral Instruments, Mason, $1.25 
Stories from the Operas, Davidson, $1.25 
What We Hear in Music, Victor Record Co., $1.00 
The Book of Opera, Victor Record Co.. $1.00 
How to Listen to Music, Krehbiel, $1.35 



BIBLIOGRAPHY 249 

Nature Study 

Short History of Natural Science, Fisher, $2.00 

Nature's Miracles (3 volumes), Gray, $.60 each 

Nature Study and Life, Hodge, $1.60 

Nature Study, Holtz, $1.50 

Natural History, Hooker, $.90 

American Natural History, Hornaday, $4.00 

Home Aquarium and How to Care for It, Smith, $2.00 

Shell Book, Rogers, $4.00 

Personal Devotions 

Devotional Use of the Scriptures, Gibson, $.50 

Worship, Brown, $.15 

Why Read and Study the Bible? McConaughy, $.05 

Bible Study for Personal Growth, Mott, $.10 

How to Make Jesus Christ Real, Mott, $.05 

Morning Watch, Mott, $.05 

How to Use the Morning Quiet Time, Wilder, $.\o 

Christ in Everyday Life, Bosworth, $.75 

Under the Highest Leadership, Adam, $.75 

Paul in Everyday Life, Adam, $.75 

Meeting the Master, Davis, $.75 

Christian According to Paul, Paris, $.75 

Manhood of the Master, Fosdick, $.75 

Meaning of Faith, Fosdick, $1.00 

Meaning of Prayer, Fosdick, $.75 

How God Calls Men, Harris, $.75 

Living Book in a Living Age, Hough, $.75 

Many Sided David, Howard, $.75 

How to Make the Bible Real, King, $.05 

Five Minutes a Day, Gibson, $.25 

Principles of Jesus, Speer, $.60 

Young Man's Questions, Speer, $1.00 

Essentials, Jefferson, $.35 

Young Man's Jesus, Barton, $1.10 

Fact of Christ, Simpson, $.75 

Things That Make a Man, Speer, $.06 

Compelled Men, Pattee, $.15 

The Way, Pepper, $40 

Enrichment of Prayer, Porter, $.75 

Photography 

Photography for the Sportsman-Naturalist, Brownell, $2.00 
Complete Photographer, Bayley, $3.50 



250 LEADERS MANUAL— PIONEERS 

Outdoor Photography, Dimock, $i.oo 
Photography SimpHlied, Hasluck, $.75 
Photography for Young People, Jenks, $1.50 
Animal Snapshots and How Made, Lottridge, $1.75 
Practical Pocket-Book of Photography, Vogel — Conrad, $1.00 

Physiology and Hygiene 

Health Habits, 0' Shea— Kellogg, $48 

How to Live, Fisher — Fisk, $1.00 

Physiology, Hygiene, and Sanitation, Jewett, $.76 

Health and Cleanliness, O'Shea — Kellogg, $.55 

Body-Builder, Brink, $1.00 

Handbook of Sanitation, Price, $1.50 

Principles of Sanitary Science and Public Health, Sedgwick, $3.00 

Home Care of- the Sick, Pope, $1.50 

Food Inspection and Analysis, Leach, $.65 

Consumption, Hnber, $3.00 

Water and Public Health, Fuertes, $1.50 

Man — A History of the Human Body, Keith, $.50 

Care of the Body, Woodworth, $1.50 

Personal H3'giene, Woodhull, $1.00 

Growth and Education, Tyler, $1.50 

Health, Strength, and Power, Sargent, $1.50 

Body and Its Defenses, Jewett, $.76 

Preventable Disease, Hutchinson, $1.65 

Exercise and Health, Hutchinson, $.70 

Power and Health through Progressive Exercise, Flint, $1.50 

Physical Effects of Smoking, Fisher — Perry, $.50 linen 

Drink and Be Sober, Vance, $1.00 

Injury of Tobacco, Towns, $.05 

Some Modern Facts About Alcoholic Drinks, Translau, $.05 

Keeping in Condition, Moore, $.75 

Poetry 

Poems of Action, Porter, $.90 

Spell of the Yukon, Service, $1.25 

Rh^^mes of a Red Cross Man, Service, $1.25 

Farm Rhymes, Riley, $1.25 

Songs of Cheer, Riley, $1.25 

Book of Psalms, Bible, $.50 

Book of Proverbs, Bible, $.50 

Essay on Poetry, Hazlitt, $.25 

Book of Ruth, Bible, $.25 



BIBLIOGRAPHY 251 

Barrack Room Ballads, Kipling, $.40, $.75, $1.00 

Golden Numbers, Wiggins — Smith, $.80 

Home Book of Verse for Young Folks, Stevenson, $2.25 

Lays of Ancient Rome, Macaulay, $.50 

Evangeline, Longfellow, $.75 

Tales from Shakespeare, Lamb, $2.00 

Golden Apple, Gregory, $1.25 

Heart of Youth, Gilder, $1.25 

Book of Esther, Bible, $.60 

Play and Games 

Tennis Tactics, Little, $1.00 

Young Folks' Cyclopedia of Games and Sports, Champlin, $2).oo 
Fencing, Breck, $1.00 
Games, Bancroft, $1.50 

Social Activities for Men and Boys, Chesley, $1.00 
Book of Entertainments and Frolics, Dawson — Telford, $.75 • 
Book of Parties and Pastimes, Dawson — Telford, $.75 
Dame Curtsey, Glover, $.60 
Bright Ideas for Entertaining, Linscott, $.50 
Play and Recreation for the Open Country, Curtis, $1.32 
Official Handbook of the Athletic League of the Y. M. C. A., 
Association Press, $.10 

Psychology 

Psychology of Childhood, Tracy — Stimpfi, $1.28 

Brain and- Personality, Thomson, $1.35 

Mind in the Making, Swift, $1.50 

Child Problems, Mangold, $1.25 

Psychology, McDougall, $.60 

Power of Self-Suggestion, McComb, $.50 

The Child, Chamberlain, $2.00 

Story of the Mind, Baldwin, $.50 

Talks to Teachers on Psychology and to Students on Some of 

Life's Ideals, James, $.50 
Psycho-Analytic Method, Pfister, $4.00 

Public Speaking 

Argumentation and Debating, Foster, $1.25 

Handbook of Debate, Knowles, $.50 

How to Speak Effectively without Notes, Speer, $.20 

Effective Speaking, Phillips, $1.50 

How to Speak in Public, Kleiser, $1.50 



252 LEADERS MANUAL— PIONEERS 

Religious Education 

Training of Children in Religion, Hodges, $1.75 

Psychological Principles of Education, Home, $1.75 

Unfolding Life, Lamoreaux, $.60 

Our Democracy, Its Origin and Its Tasks, Tufts, $1.50 

Real Business of Living, Tufts, $1.50 

Religious Education of an American Citizen, Peabody, $1.25 

Education in Religion and Morals, Coe, $1.50 

Child Religion in Song and Story (3 volumes), Chamberlin — 

Kern, $1.25 each 
Religious Education and American Democracy, Athearn, $.50 
Child for Christ, McKinney, $.60 
Religious Education in the Family, Cope, $1.25 
Social Theory of Religious Education, Coe, $1.50 
Religious Education of an American Citizen, Peabody, $1.25 

Safety First 

Social Engineering, Tolman, $2.00 

Safet}^ Tolman — Randall, $3.00 

Service Training 

Starting to Teach, Foster, $40 

Leadership of Bible Study Groups, Home, $.50 

Training of Sunday School Teachers and Officers, McElfresh, $.75 

Graded Sunday School in Principles and Practice, Meyer, $1.00 

Primer of Teacher Training, Brown, $.30 

First Standard Manual of Teacher Training, Barclay, $.70 

Teaching of Bible Classes, See-Murray, $.75 

Training the Teacher, Schauffler and others, $.50 

Making of a Teacher, Brumbaugh, $1.00 

Sex Education and Hygiene 

Better than a Fortune, Foster, $.10 

From Youth into Manhood, Hall, $.60 

Developing into Manhood, Hall, $.25 

Friend or Enemy, Exner, $.10 

Truths, Lowrey, $.55 

Life's Beginnings, Hall, $.25 

Almost a Man, Wood Allen, $.55 

Confidential Talks with Young Men, Sperry, $.75 

Reproduction and Sexual Hygiene, Hall, $.90 

Engagement and Marriage, Cocks, $.25 

Physician's Answer, Exner, $.15 



BIBLIOGRAPHY 253 

Problems and Principles of Sex Education, Exner, $.15 

Rational Sex Life for Men, Exner, $.60 

Nurse and the Knight, McCowan, $.10 

John's Vacation, Hall, $.20 

Life's Clinic, Hooker, $40 

Keeping in Condition, Moore, $.75 

Suggested Methods for Instruction in Sexual Hygiene, Seerley, 

$.20 
U. S. Boys Working Reserve Pamphlets, Free 

Keeping Fit — No. i 

Sex Education in Schools 

Keeping Fit Exhibition — No. 45 

Why Should High School and Colleges Provide Sex Instruction 
—No. 10 

Sociology 

Youth and the Nation, Moore, $1.25 

Punishment and Reformation, Wines, $2.00 

New Democracy, Weyl, $2.00 

Laws of Imitation, Tarde, $3.50 

Changing America, Ross, $1.25 

How the Other Half Lives, Riis, $1.50 

The Spirit of Social Work, Devine, $1.00 

The Spirit of Youth and the City Streets, Addams, $1.25 

Swimming (See also page 179) 

Swimming, Brewster, $1.15 

At Home in the Water, Corsan, $1.00 

How to Swim, Dalton, $1.00 

Life Saving, Goss, $1.00 

Intercollegiate Swimming Guide, Spaulding, $,io 

Telegraphy 

Electric Waves, Hertz, $2.50 

Wireless Telegraphy and Telephony, White, $1.00 

Wireless Telegraphy and Hertzian Waves, Bottone, $1.00 

Manual of Wireless Telegraphy and Telephony, Collins, $1.50 

Telegraphy, Herbert, $3.50 

Elementary Telegraphy, Pendry, $1.00 

The Storage Battery, Treadwell, $1.75 



CHAPTER XVIII 

A COMPLETE LIST OF PRACTICAL TALKS 

Section i. Talks in Order of Their Appearance 
Section 2. Talks Arranged in Sequence 

Throughout this entire Program a rather large place has been 
given to practical, inspirational, and educational talks, in order 
to present to all groups in an exact and graded way much impor- 
tant information that is not now being given by either the home, 
the church, or the school. The topics have been carefully chosen 
and have been arranged in sequence covering nearly every major 
subject in the Program. To be sure, one single talk divorced 
entirely from all others, will have a very positive and practical 
value. At the same time, to the boy who is fortunate enough to 
go through the entire Program from beginning to end, each talk 
through the entire six 3^ears of work has a very definite relation 
to every other one, and together, both by groups and as a whole, 
they quite completely cover the main headings of the Program. 
Great care has been taken to offer enough suitable alternates 
under each heading so that the talk chosen will fit the exact needs 
of the type of boy being talked to, for example, the city, the 
rural, and the employed boy. 

In this chapter, for the benefit of the Leaders' ready reference, 
the subjects are offered first in order as they appear in the actual 
Program and second in the order of their sequence, so that the 
Leader may the better appreciate the relation of one year's work 
to another. It has seem.ed wise to place the reference material 
after the topics as they appear in sequence. No effort has been 
made at this time to prepare specific outlines for these talks — 
such outlines may appear later as supplementary matter — nor has 
any attempt been made to supply exhaustive references, although 
an ample bibliography has been provided for each topic. If 
additional or other information is desired, consult your public 
librarian or use any standard library index or magazine guide. 



PRACTICAL TALKS 255 

SECTION I 

PRACTICAL TALKS IN THE ORDER OF THEIR 
APPEARANCE IN THE PROGRAM 

First Year's Work 

School 
The Real Value of an Education 

Health Education 

How to Build a Strong Body 

Nature Interests 

God's Great Out-of-Doors 

Observations and Collections 
Learning to Observe ' 

Educational Talks and Trips 
Early History of Your Locality 

Physical Habits and Appearance 
The Value of Good Habits 

Campcraft 
How and What to Eat on Hikes 

Observing Vocations 
The World as a Workshop 

Second Year's Work 

School 

Why Go to High School, or 

The Value of an Education to the Boy Who Expects to Live 
on a Farm 

Health Education 

How to Eat, When to Eat, and What to Eat 

Nature Interests 
The History of Fire and How to Make Fire with Rubbing 
Sticks 

Handicraft 
The Evolution of Tools from Primitive to Modern Times 



256 LEADERS MANUAL— PIONEERS 

Observation and Collections 
Observing God's Signboards 

Educational Talks and Trips 
Wireless, the Telephone, Aviation, or Other Modern Mechani- 
cal Operation 

Physical Habits and Appearance 

Authoritative Physical Effects of Tobacco 

Campcraft 
Practical Campcraft for Boys 

Observing Vocations 
Testing the Success of a Man's Life- Work 

Third Year's Work 

School 

Education and Personality, or 

Does an Education Make the Farmer a Better Citizen? 

Health Education 
How We Grow 

Nature Interests 

Our Forests and Their Protection 

Handicraft 

From the Apprentice System to the Age of Machinery, or 
The Effect of Machinery on Production 

Physical Habits and Appearance 
Some Modern Facts about Alcoholic Drinks 

Campcraft 
Things to Remember in Choosing a Camp-Site, or 
The Dangers of Camping 

Citizenship 
A State's Duty to its Citizens 

Observing Vocations 

Drifting or Rowing (into a Life-Work) 



PRACTICAL TALKS 257 

SECTION 2 

TALKS ARRANGED IN ORDER OF THEIR 
SEQUENCE, WITH BIBLIOGRAPHY 
School 

First Year's Work: 
The Real Value of an Education 
Making Life Worth While, Fisher. 
Education, Thorndyke. 
College and the Man, Jordan. 
Growth and Education, Tyler. 
Winning Out (Chapter 32), Harden. 

Second Year's Work: 
Why Go to High School 
Story of the Mind, Baldwin. 
Mind in the Making, Swift. 
Winning Out (Chapter 32), Harden. 
Alternate: 

The Value of an Education to the Boy Who Expects to 
Live on a Farm 

Does It Pay? Vol. I, Page 27, Rural Hanhood. 
Agricultural Education Bibliography, Vol. I, Page 32, Rural 

Hanhood. 
The Need for Agricultural Education, Vol. II, Page 31, 
Rural Hanhood. 

Third Year's Work: 
Education and Personality 
Brain and Personality, Thompson. 

Alternate: 

Does an Education Make the Farmer a Better Citizen? 
Education a Paying Investment, Dickenson. 
Talks with Great Workers, Harden. 
How They Succeeded, Harden. 
Need for Agricultural Education, Vol. II, Page 31, Rural 

Hanhood. 
Training for Scientific Agriculture, Vol. I, page 6, Rural 
Hanhood. 



258 LEADERS MANUAL— PIONEERS 

Health Education 

First Year's Work: 
How TO Build a Strong Body 
How to Live, Fisher — Fisk. 
Body Builder, Brink. 
Care of the Body, Woodworth. 
The Body and Its Defenses, Jewett. 

Second Year's Work: 
How TO Eat, When to Eat, and What to Eat 
Reference: Health Habits, O'Shea — Kellogg. 

Food Inspection and Analysis, Leach. 
Exercise and Health, Hutchinson. 
Care of the Body, Woodworth. 

Third Year's Work: 
How We Grow (When to Sleep, Where to Sleep, and 
How Much to Sleep) 
Health Habits, 0' Shea— Kellogg. 
How to Live, Fisher — Fisk. 
Personal Hygiene, Woodhull. 
Care of the Body, Woodworth. 

Nature Interests 

First Year's Work: 
God's Great Out-of-Doors 

In God's Great Out-of-Doors, Quayle. 
Nature's Craftsmen, McCook. 
Sunday Talks on Nature Topics, Jordan. 
On the Manuscripts of God, Sherman. 

Second Year's Work: 
The History of Fire and How to Make Fire with Rub- 
bing Sticks 

Around the Fire (Chapter i), Burr. 
Indians in the Rockies, Schurtz. 

Third Year's Work: 
Our Forests and Their Protection 
The Boy Scout Trail Blazers, Cheley. 



PRACTICAL TALKS 259 

Story of the Trees, Dyson. 

North American Forests and Forestry, Bruncken. 

Observations and Collections 

First Year's Work: 
Learning to Observe 

Aspects of Child Life — Education (Pages 205-239), C. F. 

Burk. 

Boy Scouts' Hike Book (Page 197), Cave. 

Child Study and Child Training (Chapter 8), Forbush. 

Second Year's Work: 
Observing God's Signboards 
In God's Out-of-Doors, Quayle. 
Nature's Craftsmen, McCook. 
On the Manuscripts of God, Sherman. 

Third Year's Work: 

(No Talk offered in the Third Year.) 

Educational Talks and Trips 

First Year's Work: 
Early History of Your Locality 
See State and County Histories, or > 
Records of local Historical Society. 

Second Year's Work: 
Wireless, the Telephone, Aviation, Other Modern 
Mechanical Operations 
See mechanical books in any library or use encyclopaedias. 

Third Year's Work: 

(No Talk offered in the Third Year.) 

Physical Habits and Appearance 

First Year's Work: 
The Value of Good Habits 

Life Questions of Schoolboys, Jenks. 
Call for Character, Bosworth. 
Rational Living, King. 
Habit, James. 



26o LEADERS MANUAL— PIONEERS 

Second Year's Work: 
Authoritative Physical Effects of Tobacco' 
Physical Effects of Smoking, Fisher — Berry. 
Injury of Tobacco, Towne. 
Tobacco, Fink. 

Third Year's Work: 
Some Modern Facts about Alcoholic Drinks- 
Drink and Be Sober, Thompson. 

Campcraft 

First Year's Work: 
How AND What to Eat on Hikes 
Camping for Boys, Gibson. 
Boy Scout Hike Book, Cave. 
Camping and Camp Cooking, Bates. 

Second Years Work: 
Practical Campcraft for Boys 
Camping for Boys, Gibson. 
Boy Scout Camp Book, Cave. 
Boy Scout Hike Book, Cave. 
Manual of Woodcraft and Camping, Seton. 

Third Year's Work: 
Things to Remember in Choosing a Camp-Site 

Camping for Boys, Gibson. 

Boy Scout Camp Book, Cave. 

Manual of Camping and Woodcraft, Kephart. 
Alternate: 
The Benefits of Camping 

Manual of Camping and Woodcraft, Kephart. 

Woodcraft Manual, Seton. 

Boy Scout Camp Book, Cave. 

Boy Scout Manual. 

Observing Vocations 

First Year's Work: 
The World as a Workshop 

Occupations (Part II, Chapters IV-XIII), Gowin — Wheatley. 
Profitable Vocations for Boys (Chapters X-XLIII), 
Weaver-Byler, 



PRACTICAL TALKS 261 

Starting in Life, Fowler. 

Vocational Guidance for the Professions, Brewster. 

Vocations, 10 Vols., W. D. Hyde, Ed, 

What Can a Young Man Do? (Chapters III-LIV), Rollins. 

The Youth and the Nation (Chapters VII-XI), Moore. 

Second Year's Work: 
Testing the Success of a Man's Life-Work 
Making Life Count (Chapters I-III), Foster. 
The Young Man and His Vocation (Chapter XXVIII), 

Harris. 
Occupations (Part III, Chapter XVI), Gowin — Wheatley. 
The Keys to Success, Bok. 
The Boy: How to Help Him Succeed, Fowler. 

Third Year's Work: 
Drifting or Rowing (into a Life-Work) 

Occupations (Part I, Chapters I-III), Gowin — Wheatley. 
Profitable Vocations for Boys (Chapters I-III, IX), Weaver- 

Byler. 
The Young Man and His Vocation (Chapter XVIII), 

F. S. Harris. 
The Vocational Guidance of Youth (Chapters I, II), 

Bloomfield. 
Youth, School, and Vocation (Chapters I-II), Bloomfield. 



APPENDIX 



HISTORICAL STATEMENT 
Edgar M. Robinson 

Senior Secretary of Boys' Work Division, International Committee 
of Young Men's Christian Associations 

One of the outstanding characteristics in the organization of 
the Young Men's Christian Association has been the emphasis 
placed upon the local autonomy and independence of each 
individual Association. 

The supervising committees have been created by the local 
Associations in convention assembled, and continued to operate 
under the instruction of such conventions. This complete liberty 
and responsibility of each local unit has had much to do with the 
development of the almost endless varieties of Association 
effort. No set pattern or program has been handed down fron* a 
central authority, but the fundamental ideals of the Association 
have been preserved, notwithstanding this. While the Associa- 
tion movement as a whole has lacked uniformity, it has not lacked 
unity. 

To introduce a standardized, graded program into an organiza- 
tion with such history and traditions would be quite impossible, 
were it not for the almost unanimous consciousness of need and 
desire for something of this kind. Local Associations which were 
acutely conscious of how "peculiar" their fields were, and how 
much they differed from other Association fields, also became 
increasingly conscious of the number of problems that were 
identical in every field. While Associations justly resent any 
movement which would tend to deprive them of their individu- 
ality, they eagerly welcome any plan which is the result of 
"pooled" experience and which helps them in their common 
problems. 

Many years ago it was found, through physical department 
activities, that boys took pride in their records of achievement 
and would work diligently to measure up to some set standard 
or requirement in order to receive the recognition. Gradually 



266 LEADERS MANUAL— PIONEERS 

this idea of giving boys credits, or points, or coun.ts, was intro- 
duced into other activities beside the physical. Long before the 
year 1908 such credits were being given by various Associations 
in varying ways. One of the most elaborate of these local plans, 
however, was printed in Association Boys in 1908 under the title 
of "The Tuxis System," which was devised by Harvey L. Smith, 
then Boys' Work Secretary in the Bedford Branch, Brooklyn. 
Part of this plan had been operated by Mr. Smith in his previous 
secretaryships in New Haven and Providence. Valuable contri- 
butions in this direction were also made by John L. Alexander, as 
Boys' Work Secretary in Philadelphia, and later as Superinten- 
dent of the Secondary Division of the International Sunday 
School Association, M. D. Crackel, Boys' Work Secretary of 
Cleveland, and a number of others. 

The idea of charting a boy with reference to the activities 
in which he was undeveloped or over-developed, probably 
originated with Walter M. Wood, General Secretary of Phila- 
delphia, while the charting plan seems to have been first ade- 
quately developed by Taylor Statten, National Boys' Work 
Secretary of Canada. So many men at different times have 
contributed different items, it is impossible to record the credit 
that is due to each one. 

So rapidly did this general idea spread and develop, the 
National Council of Canada began to correlate the efforts and 
developed a system of tests in 1912 under the name of the "Cana- 
dian Standard Efficiency Tests." 

Shortly after this the Association of Boys' Work Secretaries 
of North America appointed a special committee to develop a 
somewhat similar program for general use in the United States, 
and some valuable work was done. In May, 1916, the Inter- 
national Committee was requested to become responsible for the 
development of this program, the National Council of Canada 
having graciously granted the Committee the use of any of its 
copyrighted material in connection with the Canadian tests. 

A committee of fifteen was called together, representing 
"the Religious Education Association, the Federal Council of 
Churches of Christ in America, the International Sunday School 
Association, the Sunday School Council of Evangelical Denomin- 
ations, and the International Committee of Young Men's 



APPENDIX 267 

Christian Associations, to discover if an American Standard 
Program for boys could be jointly developed and promoted. The 
American Standard Program as then developed was offered to 
this committee by the International Committee of Young Men's 
Christian Associations, with the hope that each of the other 
bodies would make similar contribution to a joint program. 

Several meetings of this Commission were held, but a number 
of difficulties presented themselves which prevented unanimous 
and joint action, so on September 28, 1917, the following resolu- 
tion was passed : 

Whereas the Commission on Religious Education of the Religious 
Education Association is engaged upon an Investigation similar to 
that undertaken by the Commission on the Standard Program of 
Boys' Work, therefore, be it resolved that the Commission suspend 
operation for the present. Second, that the Chairman of the Com- 
mission be authorized to convene the Commission at any convenient 
time, upon the request of the representatives of any constituent 
body. Third, that pending definite action by the Commission, each 
constituent body will be at liberty to conduct independent investi- 
gation and experimentation in its direction. 

Following this resolution, the International Committee again 
resumed its work with the program and printed a second proof 
edition in which the form of the material was changed while the 
content remained the same. 

A thorough revision was then undertaken by members of the 
International Boys' Work Staff and by scores of State and 
Local Boys' Work Secretaries and others. Through corre- 
spondence and by conferences, gradually there was built up an 
elaborate program, which was submitted to a general conference 
of Association men in Atlantic City in December, 1918, and to a 
conference of boys' work men in Chicago the same month. Still 
further revisions resulted. Dr. Sidney A. Weston and Professor 
E. P. St. John gave much valuable time and many helpful sugges- 
tions, especially in connection with parts of the program for 
Comrades, in adapting the material for use with the Sunday 
school program for boyS of this age. Other recognized leaders 
in the field of religious education had already been consulted, and 
had given helpful and constructive criticism. The program as it 



268 LEADERS MANUAL— PIONEERS 

stands today is the product of many men of recognized ability 
and experience. 

With the full consciousness that any program of this character 
must be tested out in the laboratory of experience, and that as 
large volumes of experience are pooled changes, additions, and 
modifications of the program may seem wise from time to time, 
nevertheless this program is recommended in its present form 
by men who have given careful thought to the matter and who 
have had years of experience in practical boys' work, and by 
men of recognized ability in the field of religious education, as 
the best all-round graded program of religious education yet 
devised for boys, and it is hoped that it will be found sufficiently 
rigid and yet sufficiently elastic to constitute the minimum pro- 
gram which will be used and recommended by the Young Men's 
Christian Associations and other organizations which desire it 
throughout the country. 



INSIGNIA AND REGISTRATION 

Classes of Insignia 

A very simple insignia has been devised for the entire Program. 
It may or may not be used, just as the individual group may 
determine. Every effort has been made to make it inexpensive, 
yet effective and attractive. 

Regulation Pins and Watch Fobs 
The regulation pins and watch fobs may be obtained in a vari- 
ety of types and sizes; for the official design see illustration. 
(Price list furnished upon application.) 





PIONEERS COMRADES LEADERS 



These pins have been designed to show simply that the wearer 
is actually identified with the all-round Program of development 
and to show which particular group of the Program he is taking. 
The Leader's pin for both Pioneer and Comrade groups is the 
same. 

The Sweater Emblem 

A more elaborate emblem has been devised for the sweater. 
(See the complete emblem in the illustration.) 

The Swiss cross is chosen as the symbol of fourfold develop- 
ment. The circle suggests complete living. Each arm of the 
cross is tak-en to represent one phase of development: top (No. 
i), the Intellectual Training Program; left (No. 2), the Physical 
Training Program; lower (No. 3), the Devotional Training 
Program; right (No. 4), the Service Training Program. An 



270 



LEADERS MANUAL— PIONEERS 



emblem suggestive of each side of the program has been devised 
and may be earned by the boy in any one of three colors, red, 
white, or blue. If the boy averages fifty per cent or below in 
any one of the standards at his initial charting interview, he must 
wear a red emblem, but if he averages above fifty per cent and 
under seventy-five per cent, he must wear a white emblem. If, 



l^JYEAR 2iMx> 
S-PYEAR jax.irE 



SERVICE 
RECOGNITION 



2 physical 
training; 




INTELLECTUAL i 
TRAINING A 



SERVICE A 



TRAINING 



DEVOTIONALl -r 
— TRAINING^ "^ 



on the other hand, his average in any one of the four standards is 
above seventy-five per cent as shown by the interview, he is 
entitled to wear the blue emblem ; thus his built-up Insignia shows 
his standing. 

Both Pioneers and Comrades have three one-year programs 
of activity. The silk cords (see illustration) about the basic 
circle of the insignia are to represent these years of work. A boy 
taking the first year's work in either group will add the first or 
red cord ; when he passes into the second year's work, he will add 
the second, or white cord; when he passes Into the third year's 
work, he will add the third or blue cord. Likewise if he enters 
the group program when the group is using the second year's 
tests, he will wear on his insignia only the white cord instead of 
the red and white, or in the third year, only the blue cord, 
instead of the red, white, and blue. 



INSIGNIA AND REGISTRATION 271 

The Service Recognition Insignia 

The very soul of the Program is service, consequently the 
center of the insignia is reserved for the Service Recognition 
numerals. (For full explanation of the Service Recognition 
plan see Chapter VI, this manual.) 

The' Service Recognition emblems are made bearing heavy 
numerals. The numeral worn by any boy shows the total number 
of Service Recognitions that he has been awarded, without 
regard to the particular type of service rendered. This method 
is used to overcome the undesirability of rewarding in any way 
for service. As the boy develops the service side of his life to the 
maximum, he changes the numeral from I up to a possible 6. 
The Leader of a group should have on hand a supply of Service 
Recognition emblems of the various numerals so that the changes 
may be made quickly either by exchange or by supplying addi- 
tional emblems. 

Difference of Insignia for Pioneers and Comrades. 

The only difference between the insignia for Pioneers and 
Comrades is that the basic circle used in Pioneer insignia is black 
in color, while the basic circle for the Comrades is tan in color. 
Each boy should be encouraged to keep all pieces of insignia 
earned, dating each piece, but should wear only such as show the 
result of his latest interview and charting. 

A Suggestive Group Insignia 

It will be easily understood how in exactly the same way an 
accurate insignia for any group may be built up, showing the 
Intellectual, Physical, Devotional, and Service standing of the 
group as a whole. The Service Recognition numeral of the group 
would then, of course, be the total of the individual Service 
Recognition numerals of all members of the group. A new group 
insignia should be made each year, following the annual charting 
of all members in order to bring it strictly up to date. Special 
group insignia of a large size can be secured from Association 
Press, 347 Madison Avenue, New York City. Price upon appli- 
cation. Such an all-round development pennant would be very 
valuable for conferences, camp, conventions, and the like, and 



272 LEADERS MANUAL— PIONEERS 

its proper display would greatly stimulate the use 6i the Program 
by other groups. 

Other Insignia 

In addition to the regular official insignia a group may adopt 
for local use any additional uniform or insignia — such as colored 
caps, sweaters, and so forth — that it cares to. 

Local Organization and Administration 

It should be constantly borne in mind that this entire plan of 
graded material is essentially a program and not a new organiza- 
tion for boys. Consequently, the organization and administra- 
tive features have been kept as simple as possible; every stum- 
bling block and obstacle to local initiative and control has been 
eliminated; on the other hand, if national recognition is to be 
given, the national awards and insignia must be reasonably pro- 
tected. The following very simple plan has been devised for 
present use. What the future may hold no one can at this time 
determine. 

Creating a Local Cooperative Committee 

For the time being, pending possible revisions or new coopera- 
tive relationships, a local Cooperative Committee shall be com- 
posed of at least three men, officially designated from and ade- 
quately representing the Christian churches and interests 
(including the Young Men's Christian Association). 

(Where there is no local Y. M. C. A., a representative of the 
County or State Committee should be made a member of this 
local committee.) 

This committee shall apply for official registration at the near- 
est of the regional offices named below. The fee for registering 
each local Cooperative Committee is one dollar. 

The following are the present regional offices of the Interna- 
tional Committee: 

; Eastern. International Boys' Division, 347 Madison Avenue, 
;' New York, N. Y. 

Central. International Boys' Division, Room 1500, 19 South 
/ La Salle Street, Chicago, 111. 



INSIGNIA AND REGISTRATION 273 

Western. International Boys' Division, 229 Association Build- 
ing, Denver, Colo. 

Southern. International Boys' Division, 1610 Candler Building, 
Atlanta, Ga. 

Registering Leaders 

Leaders can only be registered through a local Cooperative 
Committee. 

The local Cooperative Committee shall forward to the nearest 
regional office of the International Committee a properly filled 
out Leader's Registration Blank, and the sum of one dollar for each 
Leader it registers, to cover costs of registration. 

The registration of Leaders shall be for the calendar year only, 
a re-registration of all Leaders being required each year. 

Securing Insignia 

National insignia may be secured from Association Press, 347 
Madison Avenue, New York City, or from any one of its official 
repositories (cash with order — price list and information upon 
application) upon the presentation of suitable identification as a 
registered Leader. (Printed order blanks and identification slips 
will be supplied each local Cooperative Committee upon regis- 
tration.) 

Cooperation with State Committees 

The regional offices shall file with each state office early record 
of all registrations of local Cooperative Committees and Leaders 
within their several states, and such other facts and information 
as may be valuable to any given state in adequately promoting 
the best interests of the Program. 

How to Organize Locally 

Create a local Cooperative Committee. Get in touch person- 
ally or by correspondence with your local or nearest supervisory 
office of the Y. M. C. A. (see list of state offices below) and 
request that a representative meet with your newly created 
committee to talk over the whole matter of organization and 
promotion. This representative will come prepared to explain 
fully the Program and its objectives. 



274 LEADERS MANUAL— PIONEERS 

Next, select the Leaders for the various groups that are to use 
the Program and register them at the nearest regional office upon 
regular Leader's Registration Blanks that will be supplied upon 
request. 

Next, take steps, under the direction of the Y. M. C. A. repre- 
sentative or other qualified party, to train adequately your 
registered Leaders. Not only the content but the objects and 
purposes of the Program should be well understood by each 
Leader before he attempts to use it with a group of boys. This 
training will, of course, include a thorough reading of both the 
boys' handbook and the Leader's manual to be used. If you 
have questions or wish further information that you cannot get 
locally, write either your state or regional office. Bulletins and 
printed matter, bearing on the Program, also order blanks for 
supplies, samples of various records, etc., will be mailed each 
Leader upon, registration. 

Too great stress cannot be laid upon the absolute necessity of 
adequately training leadership. Under all circumstances avoid 
beginning the Program with any group for which you cannot 
supply a reasonably trained Leader. Avoid widespread promo- 
tion for which you are not prepared. The Program is not a new 
collection of entertaining stunts but a program of character 
building, dealing with the fundamentals of boy life. Plan care- 
fully and thoroughly. Hasty and superficial organization means 
ultimate failure. Seek counsel. Study the manuals. Then 
proceed, determined to succeed. 

State Committees of Young Men's Christian Associations 

(Address correspondence to Boys' Division) 

Alabama 526 North 20th Street, Birmingham 

Arizona 711 Caples Bldg., El Paso, Texas 

Arkansas 603 A. O. U. W. Bldg., Little Rock 

California 325 First Nat'l Bank Bldg., San Francisco 

Colorado 25 East i6th Avenue, Denver 

Connecticut 177 Church Street, New Haven 

Delaware 20 West Franklin Street, Baltimore, Md. 

District of Col. 20 West Franklin Street, Baltimore, Md. 

Florida Y. M. C. A., Jacksonville 



INSIGNIA AND REGISTRATION 



275 



Georgia 1602 Candler Bldg., Atlanta 

Idaho 195 Sixth Street, Portland, Ore. 

Illinois 19 South La Salle Street, Chicago 

Indiana 61";;, Majestic Bldg., Indianapolis 

Iowa 807 S. and L. Bldg., Des Moines 

Kansas 613 New England Bldg., Topeka 

Kentucky 221 West Broadway, Louisville 

Louisiana 509 Maison-Blanche Annex, New Orleans 

Maine Savings Bank Bldg., Waterville 

Maryland 20 West Franklin Street, Baltimore 

Massachusetts 167 Tremont Street, Boston 

Michigan Adams Avenue and Witherell Street, Detroit 

Minnesota 30 South Ninth Street, Minneapolis 

Mississippi Daniels Bldg., Jackson 

Missouri 114 North Seventh Street, St. Louis 

Montana 27 Babcock Theater Bldg., Billings 

Nebraska 951 Omaha Nat'l Bank Bldg., Omaha 

New Hampshire 39 North Main Street, Concord 

New Jersey Room 1006, 671 Broad Street, Newark 

New Mexico 711 Caples Bldg., El Paso, Texas 

New York 2 West 45th Street, New York 

North Carolina 350 South Tryon Street, Charlotte 

North Dakota Roberts Street and First Avenue, Fargo 

Ohio 36 South Third Street, Columbus 

Oklahoma Patterson Bldg., Oklahoma City 

Oregon 195 Sixth Street, Portland 

Pennsylvania 408 Calder Bldg., Harrisburg 

Rhode Island 167 Tremont Street, Boston, Mass. 

South Carolina 122 Sumter Street, Columbia 

South Dakota 305 Boyce-Greeley Block, Sioux Falls 

Tennessee 226 Seventh Avenue, North, Nashville 

Texas 611 Sumter Bldg., Dallas 

Western Texas 711 Caples Bldg., El Paso 

Vermont 171 College Street, Burlington 

Virginia Chamber of Commerce Bldg., Richmond 

Washington Fourth Avenue and Madison Street, Seattle 

West Virginia 1406 G Street, N. W., Washington, D. G 

Wisconsin 147 Fourth Street, Milwaukee 

Hawaii Y. M. C. A., Honolulu 



LEADER'S REGISTRATION BLANK 

Name 



City or TowrL_ 
Home Address, 
Occupation 



Age_ 



State briefly former boys' work experience: 



What study or training for boys' work have you previously had? 



Have you had specific training for this Program? 

What ? 

By whom taught? 



Have you carefully read the Handbook and Manual] 



To what local institution is the proposed group of boys attached? 
Church 



Y. M. C. A. 

Club 



Of what Christian denomination are you a member ?_ . 

Name of church ?_ 

Number of boys in proposed group? . Average age? 

Is your group an old organization now proposing to use the Program? 



Is your group a new organization beginning an all-round program 
for the first time? 



(Signature of applicant) 



(Certification by Local Committee, attached to Leader's Registration 
Blank.) 



To the Regional Office, (Address). 

International Committee 

Young Men's Christian Association. 



We hereby request your office to issue Registered Leader's Cer- 
tificate to Mr , who, in our 

judgment has the capacity and training necessary to successfully 
organize and administer this all-round program of character-building 
with a group of boys. 

If this application is accepted, we, a regularly organized and 

registered local Cooperative Committee, agree to give Mr. 

's group our best support and counsel 



in the development and expansion of the program to the end that 
his boys may be led into a definite plan of all-round Christian living. 

Signed by 



For (Name of State) ^Committee No. 

Date 



Received By 

Registered Certificate No issued (date) 

Memoranda filed with (State) Office (date) 

Information packet, sample forms, etc., mailed (date). 



COOPERATIVE COMMITTEE REGISTRATION BLANK 

To the Regional Office, (Address of regional office) 
International Committee 

Young Men's Christian Association. 

Gentlemen : 

We, the undersigned, representing the various Christian churches 
and interests of request 

that we be registered as an official local Cooperative Committee and 
authorized to: 

1. Organize and promote the Program of Christian Citizenship 
Training in this locality. 

2. Enlist and train prospective Leaders for groups. 

3. Accept and submit for registration local Leaders. 

4. Issue and supply, to such registered Leaders, national insignia, 
supplies, and service recognitions. 

5. Issue and sell to the general public manuals, handbooks, and 
general promotion literature as it may develop. 

It is clearly understood by us that this Program is especially 
designed for use of any party interested in bringing about the all- 
round Christian development of boys and will be administered by us 
with that end in view. 

We agree to : 

1 . Annually submit a simple report of facts and figures on progress 
made (blank to be supplied). 

2. Adapt local organization and control so as to best meet the boy 
needs of the whole community. 

3. Select, inspire, and register likely Leaders of groups. 

4. Promote or aid in formulating adequate plans to train sufficient 
leadership for the natural growth of the Program in the locality. 

Signed: 

Mr. Representing 

Mr. Representing ___^__ 

Mr. Representing 



(Place additional names on back of this page.) 
Correspondence and business matters with this Committee to be 

^aken up with: Name 

Address 



Received (date) By 

Registration Certificate No issued (date) 

Memoranda filed with (State) Office (date) 

Information packet, sample forms, order blanks, etc., mailed. 



< 

iz; 

O 

H 



w 
y 

Q 






m 



<l 



"3 

I 



1 



o 



INDEX 

Caps and small caps indicate chapter headings. 
Italics indicate illustrations. 



Administration of Program . 272 

Aims of a Pioneer 5 

Animal Study, Books on . . 235 

Appendix 263 

Approach to Boy (Interview) 83 

Aquatic Carnival 163 

Aquatics 26, 138 

Bibliography 179 

Diving 151 

Life Saving 155 

Resuscitation 161 

Supervision in Camp and 

Pool 169 

Swimming 138 

Swimming Records . . .174 

Water Sports 163 

Aquatics Test 26 

Art 37 

Art Test 38 

Art, Books on 235 

Artificial Aids (Swimming) . 146 

Artificial Breathing .... 162 

Arts and Crafts, Books on . . 236 

Astronomy, Books on ... 236 

Athletic Events Summary 28, no 

Athletic Meet Equipment . . 130 

Athletic Meet Officials . . . 130 

Athletic Meet Rules .... 129 

Athletic Meet Suggestions . . 127 

Athletic Record, Indoor , . 132 

Athletic Record, Outdoor . . 136 
Athletic Scoring Tables . 11 7-1 26 

Athletics 27 

Athletics Test 28 

Athletics, Track and Field 109 

Athletic Meet 127 

Athletic Records 132 

Grading for Athletic Events 109 

Rules for Athletic Events . 112 

Scoring Tables 117 



Automobiling, Books on 
Aviation, Books on . , 



236 
237 



Back Stroke 150 

Balance (Swimming) . . . .142 
Bathing after Eating . . . .172 
Bathing, Indian Method . . 172 
Bible Studies for Boys . . .237 
Bibliography of All Boy 
Activities and Inter- 



ests 234 

Biography, Books on . . . .237 
Bird Study, Books on ... 237 
Books and Reading .... 238 
Books, Classified List . . . 234 
Books on Swimming . . . .179 

Books, Selected 219 

Of Information 230 

On Heroes 221 

On What and How to Do . 232 

Botany, Books on 240 

Boy Characteristics . i, 68, 69 
Boy From Twelve to Four- 
teen 

Characteristics . . 
Christian Decision . 
Leadership .... 
Boys' Work, Books on 
Breast Stroke .... 
Breathing (Swimming) 
Breathing, Artificial . 
Brink, B. Deane (Aquatics) 
Building Mid-week Calendar 



141 



68 

68 

70 

68 

238 

147 

146 

162 

138 

59 



Calendar, Building Mid- 
week 59 

Camp, Value of 60 

Campcraft 22 

Campcraft Test 23 

Camping, Books on .... 240 



282 



LEADERS MANUAL— PIONEERS 



Canoeing and Boating, Books 

on 242 

Characteristics, Boys' . i, 68, 69 
Characteristics, Leader's . . 95 

Charting 59 

Charting, Purposes of ... 82 

Charts 3,81 

Chasing Games 192 

Choice of Life Work, Books on 239 

Christian Decision 70 

Church, Relationship with . . 97 
Church Relationships, Books 

on 239 

Church School Loyalty ... 39 
Church School Loyalty Test . 39 
Church Service Recognition . 57 

Circle Games 183 

Citizenship 51 

Citizenship Test 51 

Civics, Books on 241 

Classification, Weight . 27, 109 
Collections, Books on ... 241 
Community Service Recogni- 
tion 57 

Comrades' Insignia . . . .271 
Confidence (Swimming) . . 140 
Cooperative Committee, Local 272 
Cooperative Committee, Reg- 
istration 272, 278 

Coordination (Swimming) 144-146 

Country Boy 100 

Needs and How Met . . . 100 

Power and Use 105 

Program Applied . . . .106 

Cramps 172 

Credit for Boy Scout Train- 
ing 8, 21, 34, 46 

Dashes (Athletics) 127 

Declaration of Purpose ... 5 
Deformity No Hindrance 

(Swimming) 173 

Devotional Training Pro- 
gram 32 

Church School Loyalty . . 39 

Church School Loyalty Test 39 

God in Nature and Art . . 36 

God in Nature and Art Test 38 

Knowledge of the Bible . . 39 



Knowledge of the Bible Test 40 
My Church and I . . . . 42 
My Church and I Test . . 42 
Personal Devotions ... 42 
Personal Devotions Test . 43 

Public Worship 34 

Public Worship Test ... 36 
Story of Christianity ... 41 
Story of Christianity Test . 41 

Dive, Front 152 

Dive, Jackknife .154 

Dive, Swan 153 

Diving 151 

Draper, George O. (Games) . 181 
Dual Strength Test . . . .216 

Education, Books on ... . 242 

Educational Talks and Trips . 18 
Educational Talks and Trips 

Test 19 

Efficient Leadership ... 92 

Characteristics 95 

Familiarity with Plan . . 94 

Knowledge of Boy Life . . 93 
Knowledge of Educational 

Processes 94 

Personal Character ... 92 

Sympathetic Relationship . 93 

Electricity, Books on ... . 242 

Emblems 269, 270 

Equipment, Athletic Meet . 130 

Equipment Races 205 

Examination Blank, Phy- 
sical 279, 280 

Example of Interview ... 72 

Farms and Farming, Books 

on 242 

Field Events (Athletics) . .127 
Field Events Equipment . .131 
First Aid, Books on .... 243 . 

Fishing, Books on 243 

Forestry, Books on .... 243 
Fundamental Relation- 
ships 96 

Church 97 

Home 96 

Industry 99 

School 99 



INDEX 



283 



Games and Entertainment, 

Books on 244 

Gardening, Books on ... . 244 

Geology, Books on 244 

God in Nature and Art ... 36 

God in Nature and Art Test . 38 
Grading for Athletic Events 

27, 109 

Group and Mass Games . . 181 

Alphabetical Answers . . 197 

Animal Blinjd Man's Buff . 200 

Around the World . ... 197 

Attention . . . 208 

Barrel Boxing 215 

Bat Kicking Stunt .... 213 

Basket Ball Relay . . 204, 209 

Black and White 192 

Blindfold Race 212 

Bombardment 196 

Bottle Balance 212 

Breaking Prison 184 

Broncho Tag 184 

Can and Glove Boxing . .215 

Capitals 197 

Centipede Relay 210 

Chain Tag 187 

Chariot Race 211 

Circle Chase 186 

Circle Jump 184 

Circle Stride Ball 187 

Clothespins . 201 

Corner Ball 191 

Cracker Eating Contest . 214 

Cross Questions 201 

Cross Tag 187 

Dead Man Relay .... 208 

Dodge Ball 185 

Dog Fight 217 

Double Number Tag ... 189 

Driving Contest 212 

Duck on Rock 190 

Find the Ring 200 

Fire 201 

Flag Race 210 

Forward Roll Relay .... 207 

Fox and Geese 195 

Fox in the Hole 195 

Frog Race 207 

Ghost 214 



Gossip 199 

Guess Ball 191 

Hand Baseball 191 

Hello, Mike 213 

Hip 194 

Hop Race 207 

Hot Hand 215 

Hot Rice ........ 190 

In and Out 203 

Jenkins Up 201 

Jump Stick Relay .... 209 
Knocking Off Hat . . . .217 

La Savate 217 

Leapfrog Race 206 

Lifting Seven Men . . . .215 

Location 201 

Lock Arm Tag 183 

Long Ball 191 

Magic Writing 198 

Marching Tag 193 

Maze Tag 188 

Mirror Pictures 198 

Monkey and Crab Race . 206 

Mount Ball 185 

Mount Tag 189 

Newspaper Race 212 

Number Tag 189 

Numbers Change .... 186 

Object Tag 184 

One Hundred Yard Dash . 211 

Ostrich Tag 188 

Over and Under 203 

Over the Top 203 

Overcoat Relay Race . . .206 

Pass the Buck 209 

Passing Relay 209 

Paul Revere Race . . . .211 

Peanut Relay 213 

Pie Eating Contest . . .215 

Pillow Fight '213 

Pillow Fight on Pole . . .213 

Potato Race 205 

Potato Race (Stunt) . . . 212 

Prisoners' Base 193 

Prisoners' Base 194 

Pull into Circle 186 

Pull Stick 216 

Rescue Race 210 

Rooster Fight 217 



284 



LEADERS MANUAL— PIONEERS 



Run Sheep Run 194 

Sack Chase .213 

Sack Race 205 

Safety First Hop . . . .195 

Shoe Race 212 

Shouting Proverbs . . . .200 
Sixteen-pound Shot Put 

(Stunt) 211 

Skin the Snake 207 

Skin the Snake 208 

Slap Obstacle 208 

Snatch Ball 195 

Soaped Pole Climb .... 212 
Spin around Relay ^ . . .209 
Spinning the Hun . . . .186 
Stab-the-Spud Race . . . 205 

Steal the Flag 193 

Stealing Ammunition . . . 192 

Straddle Relay 203 

Swat Tag 184 

Telegrams 200 

Three Deep Tag 183 

Three-Legged Race . . .211 

Treasure Hunt 196 

Turtle Tag 187 

Twist Stick 216 

Verbal Authors 199 

Watch Trick 199 

Weight Guessing . . . .214 

Who Am I? 197 

Words 199 

Wrestle, Hand Slap ... 218 
Wrestle, Harlequin . . . .217 
Wrestling, Elbow . . . .217 

Wrestling, Hand 216 

Wrestling, Horseback . . 192 
Wrestling, Indian . . . .216 

Wrestling, Line 190 

Wrestling, Toe 216 

Group Games 25 

Group Games Test 25 

Group Insignia 271 

Group Service Recognition . 58 

Guessing Games 199 

Gymnastic Work, Books on . 244 

Handicraft 15 

Handicraft Test 16 

Handicraft, Books on ... 245 



Health Education 10 

Health Education Test ... 11 

Health Habits 21 

Health Habits Test .... 22 

Heart Disease 172 

Heroes, Books on 221 

Historical Statement .... 265 

History of Religion, Books on 245 

Home, Relationship with . . 96 

Home Service 46 

Home Service Recognition . 56 

Home Service Test 47 

How to Organize 273 

How to Secure Insignia . . .273 

Immigration, Books on . . . 245 

Industry, Relationship with . 99 

Insects, Books on 245 

Insignia 269 

Comrades 271 

Explanation 269 

Group 271 

How to Secure 273 

Pioneers 271 

Service Recognitions . . . 271 
Inspirational Books .... 246 
Intellectual Training Pro- 
gram 7 

Educational Talks and Trips 18 
Educational Talks and Trips 

Test 19 

Handicraft 15 

Handicraft Test 16 

Health Education .... 10 

Health Education Test . . 11 

Nature Interests 13 

Nature Interests Test . . 14 

Observation and Collection 16 
Observation and Collection 

Test 17 

School 9 

School Test . 9 

Speaking and Home Read- 
ing 12 

Speaking and Home Read- 
ing Test 12 

Interview and Charting . 72 

Chart 81 

Questions for Guidance . . 82 



INDEX 



285 



Keeping Pets, Books on . . 246 

Knockout (Swimming) . . . 172 

Knowledge of the Bible ... 39 

Knowledge of the Bible Test . 40 

Leader, Characteristics of . . 92 

Leader's Registration Blank . 276 
Leaders, Training of . . . .274 

Leadership 68 

Leadership, Efficient . . 92 

Life Saving ISS 

Life Saving Recognition . . 58 

Local Cooperative Committee 272 

Magazines for Boys .... 247 
Manners and Conduct, Books 

on 247 

Mass Games 183 

Meet, Athletic Meet .... 127 

Meetings, Joint 60 

Methods of Release (Life 

Saving) 156 

Mid-week Activities . . . 60-65 

Mingling Games 197 

Missionary Education, Books 

on 247 

Missionary Study Books . . 247 

Music 37 

Music Test 38 

Music, Books on 248 

My Church and I 42 

My Church and I Test ... 42 

Nature and Art 36 

Nature and Art Test .... 38 

Nature Interests 13 

Nature Interests Test ... 14 

Nature Study, Books on . 245, 249 

Needs of Country Boy ... 100 

Observation and Collection . 16 
Observation and Collection 

Test . 17 

Observing Vocations .... 50 
Observing Vocations Test . . 50 
Officials, Athletic Meet . . . 130 
Organization and Adminis- 
tration 272 

Cooperation with State 

Committees 273 



Cooperative Committee . .272 
How to Organize . . . .273 

Regional Offices 272 

Registration Blanks . 276-278 
State Committees . . . .274 
Training of Leaders . . .274 

Other Fellow 47 

Other Fellow Test 48 

Passing Relays (Games) . . .203 
Personal Devotion, Books on 249 
Personal Devotions .... 42 
Personal Devotions Test . . 43 
Personal Interview and 

Charting 72 

Approach to Boy .... 83 

Chart . 81 

Charting, Purposes of . . 82 
Questions for Guidance . . 82 
Personal Service Recognition 56 
Personality Development, 

Books on 246 

Photography, Books on . . . 249 
Physical Exam. Blank . 279, 280 
Physical Examination ... 30 
Physical Examination Test . 3 1 
Physical Training Program 20 
Aquatics ........ 26 

Aquatics Test 26 

Athletics 27 

Athletics Test 28 

Campcraft 22 

Campcraft Test 23 

Group Games 25 

Group Games Test .... 25 

Health Habits 21 

Health Habits Test ... 22 
Physical Examination . . 30 
Physical Examination Test 31 

Team Games 24 

Team Games Test .... 24 
Physiology and Hygiene, 

Books on . . 250 

Pins 269 

Pioneer's Aims 5 

Pioneer's Insignia . . . 269, 271 
Play and Games, Books on . 251 

Poetry 37 

Poetry Test 38 



286 



LEADERS MANUAL— PIONEERS 



Poetry, Books on 250 

Potato Race . . . 112, 205, 212 
Practical Talks, List OF . 254 
Precautions for Swimmers . . 171 
Program Applied to Country 

Boy 106 

Program, Season's 59 

Program, Why and What It 

Is I 

Psychology, Books on ... 251 
Public Speaking, Books on . . 251 

Public Worship 34 

Public Worship Test .... 36 
Purpose, Declaration of . . 5 
Purpose of Program .... 2 

Questions for Guidance of In- 
terview 82 

Quiet Social Games .... 197 

Races, Equipment 205 

Races, Novelty Relay .... 206 

Races, Water 164 

Recognitions, Service . . 55 
Record, Indoor Athletic . . 132 
Record, Outdoor Athletic . . 136 
Records, Swimming . . . .174 

Regional Offices 272 

Registration Blanks . . 276-278 
Registration, Cooperative 

Committee 272-278 

Registration, Leaders . 273-276 
Relationships, Fundamen- 
tal 96 

Relaxation (Swimming) . . 143 
Relay Events (Athletics) . . 127 
Relay Races (Games) . . . 202 
Release, Methods (Life Sav- 
ing) 156 

Religious Education, Books on 252 
Rescuing (Life Saving) . 158, 172 
Results of Interview .... 82 
Resuscitation (Life Saving) . 161 
Resuscitation (Schafer Meth- 
od) 161 

Rules, Athletic Events . . . 112 
Rules, Athletic Meet . . . .129 
Running Broad Jump . . . 115 
Running High Jump .... 114 



Safety First, Books on . . . 252 
Saving Human Life .... 58 
Schafer Method, Resuscita- 
tion 161 

School 9 

School or Employment Ser- 
vice Recognition 57 

School, Relationship with . . 99 

School Test 9 

Scoring Tables (Athletics) . .117 
Sculling (Swimming) . . . ,151 

Service Recognitions ... 55 

Church Service 57 

Community Service ... 57 

Home Service 56 

Insignia 271 

Personal Service 56 

Saving Human Life ... 58 
School or Employment Ser- 
vice 57 

Service to Group .... 58 

Service Training, Books on . 252 

Service Training Program . 44 

Citizenship 51 

Citizenship Test 51 

Home Service 46 

Home Service Test .... 47 

Observing Vocations ... 50 

Observing Vocations Test . 50 

Other Fellow 47 

Other Fellow Test .... 48 

Thrift 48 

Thrift Test 49 

Training for Service ... 53 

Training for Service Test . 53 

World Brotherhood ... 52 

World Brotherhood Test . 53 
Sex Education and Hygiene, 

Books on 252 

Shot Put 115 

Shuttle Events (Athletics) . .128 

Social Team Games .... 201 

Sociology, Books on .... 253 

Speaking and Home Reading 12 
Speaking and Home Reading 

Test 12 

Sprints 112 

Springs, Rules 113. 130 

Standing Broad Jump . . .113 



INDE. 



287 



State Committees 274 

State Committees, Coopera- 
tion with 273 

Story of Christianity .... 41 
Story of Christianity Test . . 41 

Stroke, Back 150 

Stroke, Breast 147 

Stroke, Easiest and Best . .140 
Stroke, Underarm Back . .150 

Stunts 211 

Summary, Athletic Events 28, no 
Supervision (Aquatics) . . .169 

SuppHes 273 

Sweater Emblem 270 

Swimming • • • ^S^ 

Swimming, Books on . . 179, 253 

Swimming, Laws 140 

Swimming Pools, Supervision 171 
Swimming Records . . . .174 
Swimming, Supervision in 

Camp 169 

Tag Games 187 

Talks, Practical 254 

Team Events (Athletics) . . 127 

Team Games 24 

Team Games Test 24 

Telegraphy, Books on ... 253 
Temperature (Swimming) . .172 



Tests, Announcing 59 

Thrift 48 

Thrift Test 49 

Throwing, Distance .... 116 

Towing (Life Saving) . . . 158 

Track and Field Athletics 109 

Track Events, Equipment . 130 

Training for Service .... 53 

Training for Service Test . . 53 
Training of Leaders . . . .274 

Treading Water (Swimming) . 151 

Trick Games 198 

Tugging and Throwing Games 190 



Underarm Back Stroke 



ISO 



Watch Fobs 269 

Water Sports 163 

Weight Classification . . 27, 109 

What and How to Do Books . 232 
Why This Program and 

What It Is 1 

Aims of a Pioneer .... 5 

Boy Characteristics ... i 

Charts 3 

Declaration of Purpose . . 5 

Purpose of Program ... 2 

World Brotherhood .... 52 

World Brotherhood Test . . 53 



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